Individualized Education Program (IEP) Meeting Checklist

2021 ◽  
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education ◽  
Iep Meeting

scholarly journals An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration

2017 ◽  
Vol 42 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Tracy Gershwin Mueller ◽  
Anna Moriarity Vick
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Individualized Education Program ◽  
Future Research ◽  
Professional Collaboration ◽  
Foster Family ◽  
Individualized Education ◽  
Iep Meeting ◽  
Team Planning ◽  
Parking Lot

There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.

Mothers' Perceptions of Satisfaction, Trust, and Power in the Individualized Education Program Process

Inclusion ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 247-262
Author(s):  
Belkis Choiseul-Praslin ◽  
Malarie E. Deardorff ◽  
Kristopher Hawk Yeager
Keyword(s):  
Students With Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education ◽  
School Partnerships ◽  
Team Members ◽  
Iep Meeting ◽  
Iep Process ◽  
Education Act ◽  
Iep Team

Abstract Parent involvement in the development of an individualized education program (IEP) is a foundational tenet of the Individuals With Disabilities Education Act (IDEA). Unfortunately, mothers, the parent most likely to attend the IEP meeting, often report negative perceptions and even feelings of disillusion with the IEP process. Including mothers as equal members of the IEP team is crucial to student success, especially for students with intellectual and developmental disabilities (IDD). To determine the extent of mothers' satisfaction, trust, and perception of the power of the IEP process, we surveyed 929 mothers of students with disabilities. Survey results indicate mothers are neither overly satisfied nor dissatisfied with the process, but almost always perceive an imbalance of power between IEP team members. A high percentage of mothers reported experiences with bullying, coercion, and shame. The findings suggest that more efforts are needed to empower mothers during the IEP process and improve parent-school partnerships.

Simulated Individualized Education Program Meetings: Valuable Pedagogy Within a Preservice Special Educator Program

2018 ◽  
Vol 42 (3) ◽  
pp. 209-226 ◽  
Author(s):  
Tracy Gershwin Mueller ◽  
Aimee Massafra ◽  
Jason Robinson ◽  
Lori Peterson
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education Program ◽  
Qualitative Interviews ◽  
Individualized Education Program ◽  
Future Research ◽  
Individualized Education ◽  
Iep Meeting ◽  
The Social ◽  
Iep Team

Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure program. Using research-based simulation guidelines, preservice special education teachers were required to prepare, participate, and debrief with IEP team member volunteers and professors about the process. To evaluate the social validity of the SIEP project, we conducted qualitative interviews with 60 graduates of the program. Findings revealed five major themes that highlight value in the experience, including (a) valuable preparation for the future, (b) practical application of educational theory, (c) a safe space to learn and make mistakes, (d) real-world practice collaborating as a team, and (e) an opportunity to gain meaningful feedback. Following the presentation of themes, we discuss implications for practice and future research.

Student Involvement in Individualized Education Program Meetings

2004 ◽  
Vol 70 (4) ◽  
pp. 391-412 ◽  
Author(s):  
David W. Test ◽  
Christine Mason ◽  
Carolyn Hughes ◽  
Moira Konrad ◽  
Melia Neale ◽  
...  
Keyword(s):  
Education Program ◽  
Student Involvement ◽  
Individualized Education Program ◽  
Individualized Education
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