The Dynamic Interaction between Institutional Pressures and Activity: An Examination of the Implementation of IEPs in Secondary Inclusive Settings

Autor/inn/en	Bray, Laura E.; Russell, Jennifer Lin
Titel	The Dynamic Interaction between Institutional Pressures and Activity: An Examination of the Implementation of IEPs in Secondary Inclusive Settings
Quelle	In: Educational Evaluation and Policy Analysis, 40 (2018) 2, S.243-266 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373718756189
Schlagwörter	Inclusion; Individualized Education Programs; Learning Disabilities; Special Education; Guidance; Qualitative Research; Organizational Change; Educational Change; Educational Legislation; Equal Education; Federal Legislation; Team Teaching; Role; High School Students; Teacher Characteristics; Student Characteristics; Educational Policy; Futures (of Society); Organizational Climate; Ethnography; Interviews; Grade 10; Grade 11; Pennsylvania + Suchen Sie Ihr Suchwort? Inklusion; Individualized education program; Individualisierendes Lernen; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Beratung; Qualitative Forschung; Organisationswandel; Bildungsreform; Bildungsrecht; Schulgesetz; Bundesrecht; Teamteaching; Rollen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Future; Society; Zukunft; Organisationsklima; Ethnografie; Interviewing; Interviewtechnik; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	In this qualitative comparative case study, we drew from institutional theory and cultural historical activity theory to explore how educators wrote, used, and conceptualized the role of Individualized Education Programs (IEPs) for students with specific learning disabilities within secondary inclusive settings. We found that students' IEPs were responding to institutional pressures to educate students within inclusive settings. However, the content of the students' IEPs offered limited guidance on the activity of providing students with special education supports and services. With this being said, the IEPs still played distinctive roles in each school's unique activity system for educating students within inclusive classrooms. Our findings illuminate a dynamic interaction between institutional pressures and the activity of providing students with a special education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01