Writing Instruction of Students With Extensive Support Needs: Examining IEPs (Individualized Education Programs) for Priorities and Gaps

• In Event: Inclusive Education: Considerations From Multiple Perspectives

Abstract

This proposal describes a mixed methods content analysis of writing skill content in the individualized education programs (IEPs) of elementary students (n= 34) with extensive support needs (ESN). Using an explanatory sequential design, we first coded IEPs quantitatively applying a set of predetermined codes and analytical constructs, drawn from two well-known writing theories. We then coded them qualitatively with the same codes and constructs and evaluated patterns and relationships across IEP sections and participants. Together, our findings reveal a lack of priority for higher-order writing goals for elementary students with ESN; over-dependence on occupational therapists potentially influencing the complexity of goals; and misalignment of writing across IEP sections. We report implications for research, practice, and professional development.

Authors

• Temiloluwa Oni, University of Illinois at Chicago

• Esther Lindström, University of Illinois at Chicago

• Michelle Squitieri, Lehigh University