The Efficacy of Two Training Methods for Writing Individualized Education Programs: A Case Study Approach
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2020-07-20
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Special Education
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Goucher Graduate Programs in Education
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Abstract
The purpose of this study was to examine the effectiveness of two different methods of training special education teachers to write quality and standards-based IEPs. A case study design was used to compare the IEPs of two special education teachers at an elementary school in the same school district. One of the special education teachers had received a professional development for IEP writing that was provided by the school district two years prior to the study, and the other special education teacher received mentorship from a teacher that she worked with during the 2019 – 2020 school year. One IEP from each special education teacher was selected to be scored by an IEP Rubric with a focus on the present levels of performance and goals for academic areas of reading, math, and writing. The score of the special education teacher who had received the professional development was slightly higher than the score of the teacher who had received mentorship. Research in the effectiveness of training methods for developing quality and standards-based IEPs should continue as there is limited information available from this study.