ERIC Number: EJ1091646
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 38
Understanding the Everyday Practice of Individualized Education Program Team Members
Hartmann, Elizabeth S.
Journal of Educational & Psychological Consultation, v26 n1 p1-24 2016
The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about how these members actually accomplish this throughout the school year. This study examined the practice of members on two elementary IEP teams through analysis of data from a yearlong case study using the communities of practice (CoP) framework. Contrary to idealized conceptualizations of IEP team practice as being equitable and occurring in meetings, the practice of members on both teams was controlled by a few team members and occurred during concise exchanges throughout the day. These findings underscore opportunities for innovating the practice of IEP team members to improve services for students with special needs.
Descriptors: Individualized Education Programs, Federal Legislation, Educational Legislation, Disabilities, Equal Education, Case Studies, Communities of Practice, Special Education Teachers, Special Needs Students, Teamwork, Teacher Collaboration, Deaf Blind, Deafness, Blindness, Elementary School Students, Elementary School Teachers, Team Teaching
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004