Teacher Challenges in the Implementation of Individualized Education Programs for Students with Disabilities

Teacher Challenges in the Implementation of Individualized Education Programs for Students with Disabilities

Abstract

This paper explores the challenges associated with the implementation of Individualized Education Programs (IEPs) for students with disabilities. It investigates the historical development of this issue in the United States, considering educational policies, legal frameworks, and societal attitudes. The complex challenges faced by teachers throughout the planning and execution of IEPs are examined, including resource knowledge deficiencies, communication breakdowns, and negative attitudes. The essay also highlights the importance of collaboration, drawing connections to a biblical worldview that emphasizes unity, servant leadership, and continuous learning. In addressing these challenges, structured programs, mentorship, and collaborative learning communities are identified as essential components.

Keywords: Individualized Education Programs (IEPs), students with disabilities, teachers, challenges, collaboration, communication

Teacher Challenges in the Implementation of Individualized Education Programs for Students with Disabilities

Customized support for students with disabilities is a noble initiative that revolves around the implementation of Individualized Education Programs (IEPs). However, despite the acknowledged importance of IEPs, teachers face formidable obstacles in putting these personalized educational plans into practice. The existence of a substantial gap in comprehension of the precise teacher-related hurdles in implementing IEPs for students with disabilities hinders the capacity for advancements in the outcomes of special needs education. There is a practical dimension to the difficulties teachers face in realizing the goals outlined in IEPs for learners with special needs, and this facet remains insufficiently explored. This lack of exploration acts as a barrier, preventing the fine-tuning of educational strategies tailored to the diverse learning needs of these students (Rashid & Wong, 2022).

Moreover, the collaborative aspect is identified as pivotal for the successful execution of IEPs, with collaboration being considered a crucial component (Kozikoğlu & Albayrak, 2022). The special needs education instructor is a central figure within the collaborative team, playing an important part in establishing constructive relations with stakeholders. However, the complexities of this role and the specific challenges special education teachers face in this collaborative process require further investigation and understanding. Addressing these issues is essential for refining the implementation of IEPs and ultimately improving outcomes in special education.

The Research Question

• What challenges do teachers face in fostering successful implementation of Individualized Education Programs (IEPs) for students with disabilities?

The Research Findings

How the Issue of IEPs Has Developed Over Time

In the United States, the development of the issue surrounding the implementation of IEPs for students with disabilities has been influenced by various educational policies, legal frameworks, and societal attitudes. The Individuals with Disabilities Education Act (IDEA), initially enacted in 1975 and subsequently amended, has served a crucial function in shaping the landscape of special education (Congressional Research Service, 2019). The passage of IDEA represented a landmark moment, emphasizing the right of learners with special needs to obtain an education that is both free and appropriate for their unique needs. This legislative framework mandated the development of IEPs as a means to provide personalized support. However, challenges have emerged in translating the legislative intent into effective classroom practices over time.

In the U.S., the implementation of IEPs is often influenced by the availability of resources, the capacity of schools to provide individualized support, and the training of educators. Budget constraints and disparities in resource allocation across school districts contribute to variations in the quality of special education services. Moreover, the legal landscape has evolved through court decisions and interpretations, impacting the expectations placed on educators regarding IEP implementation. Court cases, such as the landmark “Board of Education v. Rowley” in 1982 and subsequent legal developments, have shaped the understanding of what constitutes an appropriate education for students with disabilities under IDEA (Henry & Johnson, 2018). The emphasis on collaboration, particularly with special education teachers playing a pivotal role, has gained traction in recent years. Recognizing the importance of collaborative efforts among educators, parents, and other stakeholders has led to increased focus on professional development and training to enhance teamwork in the context of IEP implementation.

How the Issue of IEPs Relates to Collaboration and Communication

The issue of implementing IEPs for students with disabilities is closely intertwined with collaboration and communication. It recognizes the significance of collaboration, especially within the educational team. According to Griffiths et al. (2020), effective collaboration demands open lines of communication among educators, parents, and other stakeholders, fostering a shared understanding of the goals outlined. Challenges in IEP implementation often arise from breakdowns in communication, whether due to resource constraints, differing interpretations of legal expectations, or inadequate training. The call for collaboration signifies the acknowledgment that successful IEP implementation requires concerted efforts and clear communication channels, emphasizing the central role of educators, particularly special education teachers, in building positive relationships and ensuring a collective commitment to the personalized educational journey of students with disabilities.

Planning and Implementation Challenges Teachers Face

Educators confront diverse and complex hurdles in the whole process of planning and implementation of IEPs for students with disabilities. From the initial stages of formulating these personalized plans to the practical execution in the classroom, educators grapple with obstacles that hinder the seamless realization of IEP goals (Kozikoğlu & Albayrak, 2022). These challenges may manifest in various forms, including resource constraints, differing interpretations of legal requirements, and the need for specialized training. Moreover, the complexity of addressing diverse learning needs demands a high degree of collaboration among educators, parents, and other stakeholders. The educators’ role in IEP implementation goes beyond instructional responsibilities; it involves navigating intricate administrative processes, ensuring effective communication, and fostering positive relationships to create an inclusive and supportive learning environment for students with disabilities.

Teachers’ Level of Understanding of the IEP Concept

A pervasive issue in the landscape of special education is the limited understanding that teachers often have regarding the concept of IEPs (Kozikoğlu & Albayrak, 2022). This lack of comprehension poses a substantial barrier to the effective implementation of IEPs for students with disabilities. Teachers may struggle to grasp the distinctive and individualized nature of these educational plans, leading to difficulties in tailoring instruction to meet the unique needs of each student. Educators may overlook or misunderstand the complexities of legal requirements, procedural steps, and the collaborative aspects of IEP development.

Teachers’ Struggles in Identifying the Ability Levels of Special Needs Students

Another prevalent challenge arises as a significant number of educators struggle to accurately assess the ability levels of students with disabilities such as Down Syndrome (Rashid & Wong, 2022). This lack of awareness can result in teachers inadvertently neglecting the unique needs of special education students. The inability to identify and understand the specific challenges and strengths associated with conditions like Down Syndrome contributes to a gap in providing appropriate and tailored support (Rashid & Wong, 2022). This unawareness may lead to overlooking potential accommodations or modifications necessary for these students to thrive in the learning environment. Top of Form

Insufficient Knowledge of Assessment Criteria and Instruments for Evaluating Special Needs Students

Besides, there is limited knowledge among many teachers regarding the appropriate assessment criteria and instruments for evaluating students with disabilities. This deficiency in understanding hampers the effectiveness of the assessment process for these students (Kozikoğlu & Albayrak, 2022). Teachers may struggle to employ assessments that align with the diverse learning needs and abilities of students with disabilities. The lack of familiarity with suitable evaluation tools can impede accurate gauging of student progress, potentially leading to misinterpretation of their abilities and challenges.

Negative Attitudes by Teachers Towards IEPs and Their Causes

Teachers often exhibit a negative attitude towards IEPs for several interconnected reasons. Firstly, a significant factor contributing to this negativity is poor motivation among teachers. When educators lack a sense of motivation or fail to recognize the value and impact of IEPs, it diminishes their enthusiasm for actively participating in the program. Secondly, a notable issue is the low confidence levels among teachers, stemming from a perceived inadequacy in their preparation and training to effectively execute IEPs (Rashid & Wong, 2022). This lack of confidence creates a barrier, as teachers may feel ill-equipped to navigate the complexities of tailoring education plans for students with diverse learning needs. Lastly, some teachers harbor a negative attitude towards collaboration, a critical component in IEP implementation. The reluctance to engage in collaborative efforts, as highlighted by Rashid and Wong (2022), further impedes the positive reception and successful execution of IEPs.

Biblical Worldview/ Discussion

The biblical worldview aligns with the idea of teamwork and shared obligation in IEPs through adhering to the principles of unity and collaborating towards a shared goal. Ecclesiastes 4:9 states, “Two are better than one, because they have a good return for their labor” (The Holy Bible: New International Version, 2011, Eccles. 4:9). This biblical passage underscores the strength derived from unity. This resonates with the collaborative efforts required in the implementation of IEPs, where educators, parents, and stakeholders must work together for the betterment of students with diverse learning needs. Moreover, the biblical principle of servant leadership is stressed by Jesus when He said, “Even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many” (The Holy Bible: New International Version, 2011, Mark 10:45). This suggests that teachers should approach their roles in the implementation of IEPs with humility and a willingness to serve.

One alternative idea incorporating the biblical worldview perspective is that of discernment and compassion. Matthew 9:36 says, “When he saw the crowds, he had compassion for them because they were harassed and helpless, like sheep without a shepherd” (The Holy Bible: New International Version, 2011, Matt. 9:36). This verse underscores the significance of teachers discerning the specific needs of special needs learners and responding with compassion, mirroring the empathy demonstrated by Jesus towards those facing unique challenges. Besides, inclusion and acceptance are other alternative ideas. Galatians emphasizes this by stating, “There is neither Jew nor Greek, there is neither slave nor free, there is no male and female, for you are all one in Christ Jesus” (The Holy Bible: New International Version, 2011, Gal. 3:28). Linking this to IEPs, teachers should foster an educational atmosphere where students with disabilities are not only accepted but valued for their unique contributions, mirroring the inclusive spirit.

In order to adequately prepare and empower teachers for the implementation of IEPs, it is crucial to have well-organized programs that align with the latest educational research. This viewpoint reflects a commitment to excellence and continuous improvement in education. Such programs ensure that teachers stay abreast of evolving pedagogical approaches and remain equipped to cater to the diverse needs of learners with special needs in the context of IEPs. Mentorship programs, as has been noted by Kozikoğlu and Albayrak (2022), facilitate the practical application of knowledge. Mentorship allows experienced educators to impart wisdom to newer teachers, offering support and insights into effective IEP implementation. Additionally, workshops led by experts covering research-based practices and instructional techniques contribute to professional development, reflecting a commitment to excellence in education. Besides, within schools, collaborative learning communities offer platforms where teachers can share experiences and strategies grounded in research.

Conclusion

In conclusion, the endeavor to provide customized support for students with disabilities through the implementation of IEPs is a noble pursuit, yet it is marred by the formidable challenges that teachers face. The acknowledged importance of IEPs is hindered by a critical gap in understanding the specific challenges teachers encounter, impeding potential advancements in special education outcomes. The historical development of this issue in the United States reflects the influence of educational policies, legal frameworks, and societal attitudes, with notable challenges arising from resource constraints and disparities in resource allocation. Collaboration and communication are identified as pivotal elements, emphasizing the need for concerted efforts and clear channels of communication among educators, parents, and stakeholders.

Besides, teachers grapple with complicated challenges throughout the planning and implementation phases of IEPs, including knowledge gaps among teachers, differing interpretations of legal requirements, and the need for specialized training. Additionally, a lack of understanding, both in terms of the IEP concept and the ability levels of special needs students, poses significant barriers. These challenges are further compounded by negative attitudes among teachers, stemming from factors such as poor motivation, low confidence, and reluctance towards collaboration. These factors make teachers view this noble program as a nuisance; hence, they do not dedicate themselves to the achievement of its goals. Aligning with a biblical worldview, the principles of unity, servant leadership, compassion, and inclusivity emerge as guiding principles for addressing these challenges. Structured programs, mentorship, and collaboration within learning communities are identified as crucial components to equip teachers with the necessary skills and foster a positive environment for successful IEP implementation.

References

Congressional Research Service. (2019, August 29). The Individuals with Disabilities Education Act (IDEA) funding: A primer. https://sgp.fas.org/crs/misc/R44624.pdf

Griffiths, A.-J., Alsip, J., Hart, S. R., Round, R. L., & Brady, J. (2020). Together we can do so much: A systematic review and conceptual framework of collaboration in schools. Canadian Journal of School Psychology, 36(1), 082957352091536. https://doi.org/10.1177/0829573520915368

Henry, M., & Johnson, H. (2018). The construction of an appropriate education program by Florida administrative law judges pre-Rowley, post-Rowley, and post-IDEA 2004. Power and Education, 10(1), 58–70. https://doi.org/10.1177/1757743818754397

Kozikoğlu, İ., & Albayrak, E. N. (2022). Teachers’ attitudes and the challenges they experience concerning individualized education program (IEP): A mixed method study. Participatory Educational Research, 9(1), 98–115. https://doi.org/10.17275/per.22.6.9.1

Rashid, S. M. M., & Wong, M. T. (2022). Challenges of implementing the individualized education plan (IEP) for special needs children with learning disabilities: Systematic literature review (SLR). International Journal of Learning, Teaching and Educational Research, 22(1), 15–34. https://doi.org/10.26803/ijlter.22.1.2

The Holy Bible: New International Version. (2011). Zondervan Pub. House.

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Overview

The purpose of the Collaboration and Communication: Historical Review Assignment is threefold: 1) to choose a special education topic/question and investigate the importance, significance, and impact of this chosen topic pertaining to its history, 2) to demonstrate knowledge and application of the current APA formatting and writing style, and 3) to be able to articulate a biblical worldview perspective concerning the historical topic the candidate has chosen.

Instructions

You will write a 1,500–1,750-word paper in the current APA format in which you select a special education topic and discuss how the treatment of the topic has changed over time. The paper must include a title, abstract, and reference page. The paper must include a minimum of five scholarly sources. You must synthesize all research into a well-blended paper that clearly addresses the research topic/question presented in the Collaboration and Communication: Historical Review Outline Assignment.

Paper Components:

1. Title Page
   1. Title: The title summarizes the paper and its focus. The title must be clear enough to give the reader an idea of what to expect in your Avoid statements that sound vague or flippant.
   2. Other Title Page Information:
      1. Student Name
      2. Institution
   3. Abstract
      1. The Abstract content is on its page, following the title page.
      2. Write a well-written paragraph (100–120 words).
      3. The Abstract is written last. The content is to be a synopsis of the main findings of your Consider this paragraph an abridged version of your full paper.
   4. Body Paragraphs & Headings: Do not use these exact headings, but you need to use headings throughout your paper.
      1. Statement of the problem: Why should the reader care about your research question?
         1. Present data to support why your topic is important
         2. For example, you could say, “Students identified with EBD are far more likely to be unemployed, have poor social connections, and end up incarcerated after graduation (CITE, 2020). Therefore it is important to understand how best to prepare students with EBD for their transition from school to post-school life.”
      2. State the research question: This should be a clear one-sentence statement of what question you are seeking to answer in your paper.
         1. This question should be logically connected to your statement of the problem, with the information provided later in the paper.
         2. You can pick a general topic you are interested in, but your specific research question should be guided by the journal articles you read.
         3. The research question is usually placed as the concluding sentence of your introduction paragraphs where you state the problem.
      3. Present the research you find
         1. How has this issue developed over time?
         2. How does this issue relate to collaboration/communication?
         3. Present actual data and results from research studies to support your narrative
         4. This will be the longest section of the paper and what is in this section will be determined by your topic. For example, if you are researching effective methods of early reading instruction you could include the following sections. Due to the length of the assignment, each of these sections may be limited to a paragraph or two.
            1. What is involved in learning to read?
            2. Why do some students struggle to read?
            3. What methods have been used to teach reading throughout the history of SPED?
            4. What methods have the most research support? Provide descriptions of some research studies’ research questions, methods, and findings.
            5. If we know this method is effective, how do we help teachers implement this in the classroom? (i.e., collaboration)
         5. Discussion/Biblical Worldview
         6. From a biblical worldview perspective, what are the issues this topic presents?
         7. Offer alternative ideas that incorporate a solid biblical-worldview perspective.
         8. The use of Scripture is appropriate in this section.
         9. Conclusion
         10. Your conclusion must relate to the introduction in some way so that your paper displays coherence.
         11. If your introduction included a metaphor, quote, theme, , you may integrate that content again.
         12. A minimum of 250 words is expected.
         13. References
         14. Use five scholarly resources as your secondary resources as appropriate

• The Bible
• Educational journals
• Books you have read that have influenced your worldview or educational philosophy

1. Do not use Wikipedia or other wiki-type pages as sources in an academic paper. Because it is an open environment, the information is constantly being changed by registered users and is not always reliable.
2. Include at least 5 scholarly references.
3. Point of View

Although APA style does allow for limited use of first-person statements (“I learned …”), it is preferred you don’t use these in your paper. Saying, “I think ….” is redundant. You are the author and, therefore, the reader knows what you are writing is your opinion. Relating personal examples in any section other than discussion/Biblical worldview should be avoided.

9. Tense

The current APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research; for example, “Jones (1998) found…” or “Jones (1998) has found…”

10. Gender Issue

If you repeatedly use singular antecedents and follow them up with masculine pronouns, this technique is considered sexist. For example, “Each teacher should manage his own classroom.” Also problematic is if you redundantly use “he or she” and “his or her.” (Do not use “he/she” or “his/her.”)

11. Pronoun-Antecedent Agreement
12. Pronouns must agree in number with their antecedents. It is incorrect to write, “Each teacher [singular] should manage their [plural] own classroom.”
13. To assist in avoiding both the gender issue and pronoun-antecedent agreement problems, it is recommended you write in plural as consistently as possible. For instance, use students, principals, teachers, parents, schools, etc., instead of their singular counterparts. Follow these antecedents up with “they” or “their.” This avoids the gender issue altogether.
14. When you find that you must use a singular, you may periodically use “he” or “she” or simply restructure the sentence to avoid the “he or she” if possible. The rare use of this phrase is acceptable.
15. Academic Integrity

Plagiarized papers will be rejected. The following tips will help you avoid any problems with plagiarism:

1. Direct Quotations: No more than 10 percent of your paper may be made up of direct quotations. Short quotations must be in quotation marks, and longer quotations must be indented. If you do not set off direct quotations in this manner and cite them, you have plagiarized.
2. Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not directly quoting, you should summarize or analyze the idea in your own words.