Feedback of Preschool Special Education Teachers: Perspectives on the IEP Process

Document Type

Article

Session Format

Graduate Research Poster (pre-recorded oral presentation | virtual)

Location

Virtual

Publication Date

2024

Faculty Advisor

Kim Muschaweck

Start Date

27-3-2024 9:00 AM

End Date

27-3-2024 5:00 PM

Abstract

It has been established that early intervention is effective and beneficial for students with disabilities, students who have areas of deficit, or students with learning difficulties. Early intervention could include specialized instruction, specialized support, or placement in a special education classroom. One large part of this process is the development of Individualized Education Programs (IEPs) for students. Writing and implementing IEPs is one of the most important parts of being a special education teacher. It can be challenging, and time consuming to accurately describe students’ strengths and needs and create appropriate goals for them. To add even more of a challenge, some teachers inherit IEPs that other teachers or professionals have written for them. The target population for this study was preschool special education teachers who received students in their classroom who they had not met before, with IEPs that the teachers did not write. They were expected to implement IEPs that had been created by someone else. This can create a unique set of challenges, as the teacher is not only meeting and learning about the student while they are entering their classroom, but also the goals they are working on and taking data on have been determined by someone else. This study involves the participants to complete two surveys: one demographic and one about their perspectives on the IEP process. Once received, the results will be grouped, categorized, and analyzed.

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