ERIC Number: EJ848097
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 40
Benefits of and Barriers to Elementary Student-Led Individualized Education Programs
Danneker, Jeanne E.; Bottge, Brian A.
Remedial and Special Education, v30 n4 p225-233 2009
An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often been achieved. A multiple-case design was used in this study to describe the experiences of four elementary students with disabilities who were taught how to communicate their goals and identify appropriate accommodations at their individualized education program (IEP) meeting. Observations of the IEP meetings and follow-up interviews with parents, teachers, and students revealed that elementary students were capable of contributing important information about their disabilities and suggestions for accommodating them. The potential for promoting greater self-reliance in young students with disabilities is discussed.
Descriptors: Individualized Education Programs, Normalization (Disabilities), Parent Attitudes, Student Attitudes, Teacher Attitudes, Self Determination, Self Advocacy, Elementary School Students, Observation, Content Analysis, Program Effectiveness, Student Participation, Performance Factors, Special Education
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A