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ERIC Number: EJ897719
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0741-9325
Student IEP Participation and Academic Achievement across Time
Barnard-Brak, Lucy; Lechtenberger, DeAnn
Remedial and Special Education, v31 n5 p343-349 Sep-Oct 2010
The Individuals with Disabilities Education Act mandates that students with disabilities be provided the necessary special education and related services that will allow them the benefit of a free and appropriate public education. Individualized Education Programs (IEPs) are the product of a team planning process that facilitates the coordination of such services for all students with disabilities in public schools who receive special education services. The purpose of the current study was to examine the association of student IEP participation with academic achievement across time. Although research has indicated the potential value of student participation in IEP meetings in developing self-determination skills, the relationship between student participation in IEP meetings and academic achievement has yet to be empirically examined. This article provides evidence that supports a positive association between student IEP participation and academic outcomes for students with disabilities at the elementary school level. (Contains 3 tables and 1 figure.)
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement