scholarly journals Evaluation of the Process and Content of the Individualized Education Programs (IEPs) for Children with Special Needs: in Special Education Schools and Centers in Riyadh, Saudi Arabia.

2003 ◽  
Vol 04 (03) ◽  
pp. 102-132
Author(s):  
Sahar A. AL-Khashrami
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Special Needs ◽  
Children With Special Needs ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education

scholarly journals Evaluating Parent Participation in Individualized Education Programs by Opinions of Parents and Teachers

2019 ◽  
Vol 7 (2) ◽  
pp. 76 ◽  
Author(s):  
Ş. Şenay İlik ◽  
Rukiye Konuk Er
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Ground ◽  
Parent Participation ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Iep Process ◽  
Descriptive Survey

All individuals who are responsible for the education of learners with special needs must actively participate in Individualized Education Programs (IEP). Moreover, IEP is a common ground encouraging educators and parents to work together on an education plan. This study aims to evaluate the opinions of both parents and teachers regarding parent participation in IEP. The qualitative approach was used in this study. To profoundly examine the opinions of parents and special education teachers and to make them explain it in their own words, descriptive survey model, one of the qualitative research methods, was used. Descriptive survey model enables to organize data according to the themes put forward by the research questions and to present it by considering questions and dimensions. The purposive sampling method was used in this study to obtain more detailed information regarding the opinions of special education teachers and parents with children with special needs about the preparation and implementation process of IEP. 22 teachers and 25 parents participated in the study. Data were analyzed through content analysis. It was found that most of the parents do not know anything about IEP. It was also found that parents are not involved in the IEP process and they are not invited by the school/institution. As for the opinions of teachers, it was found that they have some problems about getting the parents to involve in the IEP process. It was seen that teachers are lack of knowledge regarding how to include parents in the IEP process.

scholarly journals SPECIAL EDUCATION TEACHERS’ ATTITUDES TOWARDS DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS AND CHALLENGES IN THIS PROCESS

2019 ◽  
Vol 2 (1) ◽  
pp. 48-58
Author(s):  
Başak Bağlama ◽  
Mukaddes Sakallı Demirok ◽  
Gönül Akçamete
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Development Process ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Study Results ◽  
Process Scale ◽  
Iep Development

Individualized education programs (IEP) are special education programs which is prepared for achieving targetted goals for individuals with special needs based on their developmental characteristics, educational performances and needs and includes support educational services for them. It is really important to prepare IEP’s based on the current performance level and needs of the individuals with special needs. Accordingly, it is considered that attitudes of special education teachers towards IEP development process and challenges that they experience in this process are important in terms of the effectiveness of IEP’s within the scope of this research. Therefore, aim of the present study is to determine the attitudes of teachers working at special education centers in Turkish Republic of Northern Cyprus (TRNC) and challenges that teachers experience during this process. A total number of 65 teachers working at special education centers in TRNC participated in this study. “Attitudes towards the IEP Development Process Scale” and “Challenges faced during IEP Development Process Scale” were used to collect the data of the study. Results have been discussed with the relevant findings from literature and conclusions and recommendations have been provided for further research and special education legislation and practices implemented in TRNC. Keywords: individualized education programs (IEP), IEP development process, attitudes, challenges, special education teachers

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

Have you Heard? Newsworthy items from the field

2019 ◽  
Vol 100 (6) ◽  
pp. 65-69
Keyword(s):  
Special Education ◽  
Social Media ◽  
Special Needs ◽  
Low Income ◽  
Children With Special Needs ◽  
Cognitive Growth ◽  
Social Emotional ◽  
Education Programs ◽  
Schools Of Choice ◽  
Low Income Families

Students from low-income families are disproportionately assigned to special education programs. The Aspen Institute releases a new report offering six recommendations for supporting students’ social, emotional, and cognitive growth. Teachers who promote products on social media need to be aware of ethical questions about the practice. NPR is holding a competition for student podcasters. A study shows schools of choice are less likely to respond to inquiries from parents of children with special needs.

scholarly journals Modern Problems of Studying Art in an Inclusive Environment

2020 ◽  
pp. 20-24
Author(s):  
Aleksandra Vladimirovna Kniazeva
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Educational Process ◽  
Children With Special Needs ◽  
Learning Models ◽  
Education Programs ◽  
Foreign Experience ◽  
Elective Courses ◽  
Special Education Programs

The article focuses on the problems of studying art in the context of inclusion, describes the Russian and foreign experience of education in an inclusive environment. In order to address the issues, it is suggested to expand the content of the existing special education programs, introduce elective courses and extracurriculars, as well as create variatiable intergrative learning models for teachers, which suggest the use of art technologies that effectively include children with special needs into the general educational process.

scholarly journals Examination and evaluation of individualized education programs prepared for intellectual disability studentsZihin yetersizliğine sahip olan öğrenciler için hazırlanan bireyselleştirilmiş eğitim programlarının incelenmesi ve değerlendirilmesi

2018 ◽  
Vol 14 (4) ◽  
pp. 4898
Author(s):  
Şerife Şenay İlik
Keyword(s):  
Intellectual Disability ◽  
Special Needs ◽  
Support Services ◽  
Document Analysis ◽  
Individualized Education Programs ◽  
Data Collection Tool ◽  
Education Programs ◽  
City Center ◽  
Individualized Education ◽  
Students With Special Needs

The first step to define the services provided for students with special needs is preparing programs suitable for the student qualifications. Arranging curriculums by regarding the qualifications of students with special needs requires preparation of Individualized Education Programs. This study aims to analyze IEP prepared for intellectual disability students with regard to various variables. Study has been conducted through document analysis one of the qualitative research method. IEP of 90 intellectual disability students attending at 10 schools in Konya city center included into the study. IEP Evaluation Form which is developed by the researcher and which has 7matters and 55 sub-matters is used as data collection tool     It is found that all of the schools are insufficient in determining both support services and student file examination forms. Moreover, it is found that IEPs prepared in special sub-classes are less successful in all matter than the ones prepared in other schools.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetÖzel gereksinimli öğrenciler için sağlanacak hizmetlerin belirlenmesinin başında öğrencinin özelliklerine uygun hazırlanan programlar yer alır. Özel gereksinimli öğrencilerin özelliklerinin dikkate alınarak eğitim ortamlarının yapılandırılması da bireyselleştirilmiş eğitim programlarının hazırlanmasını gerektirir. Bu çalışma ile genel amacımız zihin yetersizliğine sahip olan öğrenciler için hazırlanmış BEP’ lerin niteliğini, çeşitli değişkenlere göre analiz etmektir. Araştırmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Araştırmaya Konya il merkezde bulunan 10 okul ve bu okullardaki öğrenim gören 90 zihin yetersizliğine sahip öğrencinin mevcut BEP leri dahil edilmiştir.Veri toplama aracı olarak, araştırmacı tarafından geliştirilen 7 madde ve 55 alt maddeden oluşan BEP Değerlendirme Formu kullanılmıştır. Okulların tümünde öğrenci dosyası inceleme formlarını hazırlamada ve destek eğitim hizmetlerini belirlemede yetersizliğin olduğu görülmüştür. Ayrıca çalışmada; özel eğitim sınıfında hazırlanan BEP’ lerin diğer okullarda hazırlanan BEP’ ler ile karşılaştırıldığında, tüm maddelerde düşük başarıya sahip olduğu belirlenmiştir. 

scholarly journals You Got This: Taking a Leadership Role in Your IEP Meeting

2020 ◽  
Vol 17 (11) ◽  
Author(s):  
Morgan Rao ◽  
Laura Golden ◽  
Marsha Langer Ellison
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Transition Planning ◽  
Leadership Role ◽  
Individualized Education Programs ◽  
Special Education Services ◽  
Education Programs ◽  
Individualized Education ◽  
Education Services ◽  
Iep Meeting

This tip sheet provides tips for how students (ages 3 to 21) who receive special education services in public schools can take a leadership role in their individualized education programs (IEP) and transition planning.

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