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ERIC Number: ED234538
Record Type: RIE
Publication Date: 1982-Sep
Pages: 33
Abstractor: N/A
Reference Count: 0
Individualized Education Programs: A Naturalistic Study of the Match between Intent and Practice. Executive Summary. Final Report.
Pappas, Victoria C.
The report summarizes a study of the individualization process for teaching handicapped students. Relationships were examined among three forms of the individual plan: the contractual plan, as written in the individualized education program (IEP) document; the phenomenological plan, the teacher's intent for the program; and the empirical plan, the program as experienced by the child. Data were collected via analyses of IEPs, teacher interviews, and child observations. Results showed congruence across all three components with the teacher incorporating nearly 70% of the contractual plan into stated plans, and the child acting upon approximately 68% of teacher intents and 44% of the objectives in the contractual plan. The contractual plan was organized according to a curricular model while the phenomenological plan was organized according to personal and professional perspectives. Examination of the empirical plan revealed that a good portion of what was intended for the student was being achieved. Implications for incorporating a more comprehensive perspective with the IEP are drawn as well as methodological implications for similar naturalistic investigations. (CL)
Victoria C. Pappas, University Developmental Training Center, 2858 E. 10th St., Bloomington, IN 47405 (free).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Developmental Training Center.