Item
The Effects of Self-Directed IEP on Student Participation in IEP Meetings
Metadados
Título
The Effects of Self-Directed IEP on Student Participation in IEP Meetings
Descrição
CDEI, Fall 2001, 24:2
Autor
SARAH K. ALLEN; ANNE C. SMITH; DAVID W. TEST; CLAUDIA FLOWERS; WENDY M. WOOD
Língua
Ano que foi publicado
2021
País de Origem
Tipo de pesquisa
Metodologia
The experimental design for this study was a multiple baseline design across instructional units. For purposes of the study, the Self-Directed IEPlesson package was divided into four instructional units including students leading meeting, reporting interests, reporting skills, and reporting options.
Amostra
Samantha was a 15-year-old Caucasian female with moderate mental retardation. She had an IQ of 42 on the Weschler Intelligence Scale for Children-III (WISC-III), good verbal and social skills, and a sight word vocabulary of approximately 40 words. Samantha had never attended one of her IEP meetings and had no prior job experience. John was a 16-year-old Caucasian male with moderate mental retardation. He had an IQ of 51 on the Leiter Scale, good verbal and social skills, but was sometimes shy, and a reading vocabulary of 500+ words. John had not attended his IEP meetings and had no prior work experience. Katherine was a 21-year-old Caucasian female with moderate mental retardation. She had an IQ of 36 on the Stanford Binet, good verbal and social skills, and a sight word vocabulary of approximately 20 words. Katherine had attended previous IEP meetings due to strong parental influence and had worked at a local fast food restaurant, a bookstore, and a copy store. Brian was a 15-year-old Caucasian male with moderate mental retardation. He had an IQ of 40 on the WISC-III, moderate verbal and social skills but was sometimes shy, and a sight word vocabulary of approximately 10 words. Brian had not attended a prior IEP meeting and had no prior work experience. At the time of this study, each student, except Katherine, was participating for the first time in non-paid, community-based training at job sites on and off campus. These job sites consisted of retail work (e.g., stocking, packaging, straightening) and office work (e.g., collating, labeling, and stapling). The four students were enrolled in a self-contained classroom that included a total of 11 students. Eight students were labeled as having moderate mental disabilities, one student with mild mental retardation, and two students with multiple disabilities. The Self-Directed IEP lesson package was taught to the entire class as a group. The four students targeted for the study were chosen based on their consistent class attendance and because their annual IEP meetings were scheduled in December which allowed data to be collected at a real IEP meeting before instruction began and all participants agreed to hold another real IEP meeting at the end of the school year after Self-Directed IEP instruction was over
Método de Pesquisa
Self-Directed IEP instruction. The intervention involved modifying the Self Directed IEPlesson package to meet the needs of the students who participated in the study. The Self-Directed IEP is a multimedia package designed to teach students the skills needed to manage their own IEP meetings.
Principais Descobertas
Results indicated a functional relationship between the information
taught in the modified Self-Directed IEP lesson package and an increase in
student participation in their annual IEP meeting. In addition, there were
statistically significant increases from pre-training IEP meetings to post
training IEP meetings for all skills.
Comentário Avaliativo
In conclusion, the logic behind involving students in their IEP process is difficult to refute. Writing goals and objectives should become easier and more functional when students identify their own areas of interest. In addition, it would seem like students would be more apt to work harder to reach their goals because they see the relevance (Doyle, 1992). The time for convincing is over. It is now time for researchers, teachers, students, and parents to expect access to empirically demonstrated methods for promoting student involvement in the IEP process.