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This study examined the actual content of meetings concerning the development of Individualized Education Programs (IEPs) for preschool children with developmental delays or visual impairments. Meetings concerning a total of 23 children in each of three programs were examined. In this study, researchers recorded and transcribed preschool Individualized Education Program meetings, coding each utterance according to who was speaking and what was being discussed. Additionally, the IEP goals and objectives were also coded on the same content parameters to compare goals to the actual meeting content. Findings indicated that discipline-specific team members contributed the most to discussions about their characteristic areas of expertise. The preschool teachers also talked a great deal in all content categories. At meetings with parents, the other category contained one fifth of all utterances, ostensibly in an effort to establish rapport with parents. Parents made the second highest number of utterances (16 percent of the total utterances) but their utterances clustered in the other and acknowledgement categories. Results suggest that IEP meetings were not family-centered planning sessions but, rather, more traditional meetings in which professionals present information according to discipline expertise. Meetings appeared to be a vehicle for building trust and familiarity. Some discrepancy between meeting focus and IEP contents was also found. Tables detail study results. (Contains 28 references.) (DB)

Descriptors: Developmental Disabilities, Individualized Education Programs, Interaction Process Analysis, Interdisciplinary Approach, Meetings, Parent School Relationship, Preschool Education, Student Educational Objectives, Visual Impairments











Autor: Dunn, Winnie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11219&id=ED376621







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