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ERIC Number: ED519317
Record Type: Non-Journal
Publication Date: 2010
Pages: 165
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-5006-2
ISSN: N/A
General Education Teachers' Perceptions of Their Role in Developing Individual Education Programs and Their Use of IEPs to Develop Instructional Plans for Students with Disabilities
Dildine, Gina
ProQuest LLC, Ed.D. Dissertation, Tennessee State University
The purpose of this study was to explore the use of Individualized Education Programs (IEP) by general education teachers at the elementary level to develop instructional plans for students with disabilities included in the general education classroom. An additional purpose of the study was to determine what role general education teachers at the elementary level feel they play in the development of IEPs. The sample (n = 159) of this study consisted of general education teachers of grades one through five in a county located approximately 10 miles north of Nashville in middle Tennessee. Participants completed a survey instrument in order to identify their perceptions of their use of the IEP in developing instructional plans and the perception of their role in the development of IEPs. Both descriptive and correlational data from these surveys were analyzed using a Multiple Analysis of Variances (MANOVA). Survey results indicated that general education teachers perceive IEPs as being useful in providing special education students in general education classrooms with appropriate goals. Results also indicated that teachers perceive IEPs as being a useful tool in designing instructional plans, but not as a valuable tool for academic achievement. Finally, the survey results indicated that general education teachers do not perceive themselves as part of the IEP team. This study concluded by providing implications for the field of education and recommendations for future research. It is recommended that research be conducted with teachers in other Tennessee counties as well as other states. The perceptions and attitudes of other major stakeholders in the development and implementation of IEPs should also be conducted. Additionally, investigation to determine the overall impact of IEPs on inclusive classrooms and successful implementation of IEPs in the inclusive setting would be beneficial to the field of education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee