Educator Perceptions of Elementary Student Involvement in the Development of the Individualized Education Program

• In Event: AERA Poster Session 9
  In Poster Session: Social and Cultural Contexts in Learning and Instruction

Abstract

This study explored educator perceptions of student involvement in the development and implementation of individualized education programs (IEP) at the elementary school level. The purpose of this qualitative inquiry was to examine the following research questions: (1) How do educators understand and value elementary student involvement in the IEP development process? (2) Is a student-centered IEP development and implementation intervention perceived as feasible? Additionally, supports perceived as necessary and barriers inhibiting the use of student-centered IEP development and implementation were examined. The findings of this study suggest educators may be receptive to a student-centered approach to IEP design and implementation at the elementary level, however, the intervention, at a minimum, must be accompanied by mentoring, resources, time, and administrative support.

Author

• Jenny Bisha, University of California - Berkeley