Lessons Learned from a Descriptive Review of Rural Individualized Education Programs

Autor/inn/en	Hott, Brittany L.; Jones, Beth Ashby; Randolph, Kathleen M.; Kuntz, Emily; McKenna, John W.; Brigham, Frederick J.
Titel	Lessons Learned from a Descriptive Review of Rural Individualized Education Programs
Quelle	In: Journal of Special Education, 55 (2021) 3, S.163-173 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hott, Brittany L.) ORCID (Randolph, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920972670
Schlagwörter	Rural Education; Individualized Education Programs; Special Education; Public Education; Compliance (Legal); State Legislation; Federal Legislation; Educational Legislation; Standards; Students with Disabilities; School Districts; Rural Schools + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Öffentliche Erziehung; Landesrecht; Bundesrecht; Bildungsrecht; Schulgesetz; Standard; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Students who are eligible for special education and related services are entitled to a free appropriate public education (FAPE), which is delineated by the Individualized Education Program (IEP). The purpose of this descriptive study was to examine 133 IEPs from seven rural districts that were interested in evaluating their compliance with state and federal special education regulations. The researchers evaluated (a) the present level of academic and functional performance (PLAAFP), (b) IEP goals, (c) PLAAFP and goal alignment, and (d) progress monitoring. Fewer than 7% of the IEPs examined included PLAAFP statements, goals, and contingencies for progress monitoring that met regulatory standards. The majority of IEPs (74%) evaluated did not provide complete statements of how a student's disability affected school performance. Methods for quantitative progress monitoring were also frequently absent from the documents (23%). Furthermore, the PLAAFP, goals, and progress monitoring were often unaligned. Implications for school practice and areas for future research are reported. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2024/1/01