ERIC Number: ED161235
Record Type: Non-Journal
Publication Date: 1978-Sep
Reference Count: N/A
Individual Educational Plans, How Well Do They Work?
Alper, Theodore G.
Two-hundred and sixty-five individual education plans (IEPs) from 13 California school districts representing programs operating under traditional special education funding were evaluated to determine their comprehensiveness, specificity, clarity, and extent to which a "least restrictive environment" was provided. Through interviews with implementors, a subsample of IEPs were further studied to determine the degree of implementation, types of support services needed, reasons for nonimplementation, and degree of goal attainment. Among findings were that both long-term goals and short-term objectives were poorly written and specified; that regular teachers were frequently not involved in the functioning of the assessment-placement committee, even when they were later required to implement suggestions made on the IEP; and that once plans were implemented, both the regular and special teachers were able to meet or exceed the criteria set on the objective in all areas except one (communication skills). (Author/SBH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: California State Dept. of Education, Sacramento.
Authoring Institution: California State Univ., Hayward. Dept. of Educational Psychology.
Identifiers - Location: California