Education EDA Week 4 Assignment

Running head: IMPACT OF DIFFERENTIATED TEACHING METHODS WITH IEPS 2

IMPACT OF DIFFERENTIATED TEACHING METHODS WITH IEPS3

Impact of Differentiated Teaching Methods with IEPs

St. Thomas University

EDU 503 Applied Research Methods

June 30, 2024

Annotated Bibliography

Belinda Chen, Patrick Rasmussen, Mallory Legg, Nicole Alexander, Pooja Vedmurthy, Akua Asiedu, Mihee Bay, Harolyn Belcher, Vera Joanna Burton, Charles Conlon, Amena Fine, Ryan Gill, Eboni I. Lance, Paul Lipkin, Joyce Wong, Anna Maria Wilms Floet, Sarah C. Doerrer, Jennifer Glattfelder, Amy Kordek, … Mary L. Leppert. (2022). Reduction in school individualized education program (IEP) services during the COVID-19 pandemic.  Frontiers in Rehabilitation Sciences,  3. https://doi.org/10.3389/fresc.2022.962893

This report introduces a study on the impact of the COVID-19 pandemic on special education services delivery, as defined by IEPs. The authors present surveys from patients in a neurodevelopmental disabilities center in Maryland, showing that nearly half of the respondents received fewer IEP services, with occupational and physical therapy making up the most significant reductions. Findings bring to attention the challenges that children with disabilities face in remote learning and underscore the urgent need for increased awareness and education of clinicians about students' rights to compensatory education and recovery services to help modify these disruptions.

Irelanda, M. C., & Hall-Mills, S. (2024). Empowering Speech-Language Pathologists: Strategies for Effective Individualized Education Program Navigation and Inclusive Practice in Schools: Language, Speech & Hearing Services in Schools. Language, Speech & Hearing Services in Schools, 55(2), 225–230. https://doi.org/10.1044/2024_LSHSS-24-00026

This article is a comprehensive resource for speech-language pathologists (SLPs), highlighting their crucial role in effectively navigating and implementing IEPs within schools. It underscores the collaborative effort from general and special education teachers, SLPs, and families to develop solid educational plans for meeting the unique needs of students with disabilities. The authors present the legal mandates of the Individuals with Disabilities Improvement Education Act, emphasizing both procedural and substantive compliance to ensure that IEPs are not only legally sound but specifically tailored to foster meaningful educational progress for students.

Kauffman, J. M., Travers, J. C., & Badar, J. (2019). Why Some Students with Severe Disabilities Are Not Placed in General Education. Research and Practice for Persons with Severe Disabilities, 45(1), 28–33. https://doi.org/10.1177/1540796919893053

Kauffman, Travers, and Badar discuss one of the hot topics in special education when focusing on whether or not students with severe disabilities do or do not belong in general education classrooms. Their broadly reached conclusion is that inclusion and mainstreaming are not intrinsically good or bad, and decisions must be made on a case-by-case basis that first accurately identifies the specific needs and capabilities of the student. The authors stress the need to develop a continuum of alternative placements, which is legally required; this can then be modified at professional judgment with family input into decision-making. The authors give nuanced insights into the complexities of inclusion and argue for appropriate educational environments that support students with severe disabilities.

Toprak, Ö. F., & Çolak, A. (2024). IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School. Kuramsal Eğitim Bilim Dergisi, 17(2), 351–375. https://doi.org/10.30831/akukeg.1325209

This phenomenological study explores the experiences of the IEP team association in preparing IEPs at a secondary school level. By applying qualitative data collection methods through observations and semi-structured interviews, the authors determine that some dilemmas arise for the stakeholders, including inadequate training and knowledge about procedures and the legal aspects. It is noted that the research underscores the crucial issue of parental involvement and further suggests that adequate family education and information-sharing systems are essential for effective IEP development. The study also puts forward some suggestions regarding the improvement of the IEP preparation process for meeting the needs of students with disabilities more comprehensively.

References

Belinda Chen, Patrick Rasmussen, Mallory Legg, Nicole Alexander, Pooja Vedmurthy, Akua Asiedu, Mihee Bay, Harolyn Belcher, Vera Joanna Burton, Charles Conlon, Amena Fine, Ryan Gill, Eboni I. Lance, Paul Lipkin, Joyce Wong, Anna Maria Wilms Floet, Sarah C. Doerrer, Jennifer Glattfelder, Amy Kordek, … Mary L. Leppert. (2022). Reduction in school individualized education program (IEP) services during the COVID-19 pandemic. Frontiers in Rehabilitation Sciences, 3. https://doi.org/10.3389/fresc.2022.962893

Irelanda, M. C., & Hall-Mills, S. (2024). Empowering Speech-Language Pathologists: Strategies for Effective Individualized Education Program Navigation and Inclusive Practice in Schools: Language, Speech & Hearing Services in Schools. Language, Speech & Hearing Services in Schools, 55(2), 225–230. https://doi.org/10.1044/2024_LSHSS-24-00026

Kauffman, J. M., Travers, J. C., & Badar, J. (2019). Why Some Students with Severe Disabilities Are Not Placed in General Education. Research and Practice for Persons with Severe Disabilities, 45(1), 28–33. https://doi.org/10.1177/1540796919893053

Toprak, Ö. F., & Çolak, A. (2024). IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School. Kuramsal Eğitim Bilim Dergisi, 17(2), 351–375. https://doi.org/10.30831/akukeg.1325209