Running head: JOURNAL ARTICLE REVIEW #1
Journal Article Review #1 – Individualized Education Program
Shaina Darby
Liberty University
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Journal Article Review #1 – Individualized Education Program
Individualized Education Programs (IEP) have served the purpose in creating
opportunities for teachers, administrators, parents, and other school personnel to be able to work
together to meet the educational needs of students with disabilities. In the article Building
Strategically Aligned Individualized Education Programs for Transition, the authors study the
importance of transition services aligning with components in IEPs for students that are the age
of 16 years and older. Teachers must make the effort to integrate and align the transition
requirements that are needed in the IEP process for each student that falls under this category
(Flannery & Hellemn, 2014).
Striving to provide opportunities that lead to success for students once they reach
adulthood is the main goal for teachers when writing an IEP. The IEP is an established mandate
provided for students with specific disabilities, whether low incidence or high incidence.
Individuals that are apart of the IEP team for students of the age 16 and older must determine
measurable postsecondary goals that are necessary for after graduation, a specific course of
study, transition services, and annual goals that will help meet the need of each student.
Researchers conducted a study to understand the purpose and requirements for the four-targeted
IEP components and how they can create a relationship between each component when the IEP is
being developed (Flannery and Hellemn, 2014).
In order for this to occur, effective training through professional development is
necessary. According to Flannery and Hellemn (2014) focusing on a goal for the future of a
student requires strategic planning by the IEP team. This process clearly identifies what steps
should be taken to create a plan that is flexible to change due to unanticipated events that could
occur in the future of the student. As a result of this study, researchers concluded that providing
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the proper training for qualified personnel in all component areas of the IEP is critical in order to
improve the outcome for students with specific needs.
This study focuses on four components of the IEP: postsecondary goals, course of study,
present level of academic achievement and functional performance and annual goals. The article
clearly states the purpose for implementing IEPs for students with disabilities, specifically for
students the age of 16 and older. Flannery and Hellemn (2014) aim is to prepare school personnel
to meet the transition services for students once they graduate from secondary school. Transition
services may include any activity that will help prepare students with specific needs move from
the normality of school to life after school. These services help promote their success in society
and provide opportunities that will ensure readiness for adulthood. It is evident the authors were
successful in communicating the importance of transition services being in alignment with
components of the IEP with teachers who were apart of the study. Both researchers suggested
specific professional development should be provided for teachers to have adequate training to
be able to align services when writing a student’s IEP. As a result, many teachers were able to
provide feedback as to whether or not professional development was necessary and needful to
align transition services with components of a student’s IEP (Flannery and Hellemn, 2014).
As an educator, it is essential to understand each components of an IEP. This educational
plan is to help ensure that all students who have been labeled and identified under the law are
attending an educational institution and receiving the services needed to accommodate
specialized instruction. This article indicates the need for specific professional development
(PD) in order for teachers to successfully create a plan that includes all IEP components. From
personal experience, professional development helps to enhance and build on one’s knowledge in
the given field. It also offers great benefits to the teacher, their students and the even community.
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Professional development provides teachers with opportunities to learn from other teachers and
their experiences. Flannery and Hellemn (2014) state, “Professional development has long been
recognized as an effective strategy for training educators about changes within the field.” As
education continues to change, it is important for teachers to continue to educate themselves on
current studies, strategies and methods of delivering instruction that is effective for student
growth and success. Specifically for students with individualized education programs, teachers
must be able to create a plan or program that will align with all components of the IEP specific to
the child’s individual needs.
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Reference
Flannery, K. B., & Hellemn, L. A. (2014). Building Strategically Aligned Individualized
Education Programs for Transition. The Journal of Special Education, 49(2), 67-76.
doi:10.1177/0022466914521771
