PLCY 700 Annotated Bibliography.pdf

Annotated Bibliography

Merissa Cochran

PLCY 700- Melissa Stewart

4/9/2023

The public policy that I intend to explore in this assignment is focused on my new

cognate of Educational Policy. I have chosen to explore the IEP process regarding

implementations of the IEP into inclusion classrooms, the struggles of our general education

teachers implementing the IEP into the classroom, and laws that explain the implementation

process along with what courts look at when failure to implement does occur. I have also

included some studies within this interest to look further into areas that could be addressed and

classroom to meet the needs of those students in inclusion settings. Prior to the study it was

determined that the IEPs were written putting an emphasis on placing students in inclusive

settings. However; it also acknowledged that the IEPs did not offer much guidance on how this

should be done. IEPs stated that student’s learning goals should be monitored and instructed on

the same grade level as the general educational curriculum. One key feature of the IEP is that it

should be specially designed instruction based on the needs of the student. Out of two schools

only one of the specially designed instruction was based on an instructional intervention.

Findings showed that the IEP is not functioning as intended as students were not receiving

individualized special education in at least one of these two schools. Since the research focused

on institutional design and how it could pressure schools towards standards and uniform

help future research by examining how we can implement instruction more clearly to teachers in

implementing the IEP within their classroom settings.

Dove-Cummings, L. C. & Louisiana Tech University. (2020, season-01). The School

Leader’s Role in Co-Teaching and It’s Impact on the Academic Achievement for Students with

Disabilities.

qualitative study with semi-structured interviews to determine how the co-teaching model and

collaboration helps with student outcomes. The research was focused on the roles and

experiences of those that participated in the co-teaching model. The research also assessed the

individuals perspective on the impact their roles have in the co-teaching model. The results

showed that the role of the implementation method of the co-teaching model had no significant

impact in reading and mathematics. Principals did express positive outcomes in school morale.

Along with the morale of schools it also increased collaboration within the school. With the

study results they also were able to determine strategies that produce accountability, positivity,

and improved outcomes. This research showed teachers and school leaders an appropriate way to

deviate from traditional educational systems. This research paper showed ways that an IEP may

Ferster, D. & 28 Buff. Envtl. L.J. 71. (2009). When Does a School’s Failure to Implement

an Individualized Education Program Deny a Disabled Student a Free and Appropriate Public

Education.

three different approaches to the legal standards of an IEP. One approach focuses on failure to

implement the IEP and asks if it meets some benefit or meaningful benefit. Another measures the

extent of implementation failures. If an IEP is deemed to not have met standard materially it can

be found that the school denied FAPE. Only if the IEP does have a material failure to implement

can it violate the IDEA. The per se approach is the third approach and states that any failure to

as it does not appear to discuss whether the services must be perfect to the IEP or if it permits

compliance. Implementing IEP’s do not have a lot of guidance in their regulations. The only

regulation is that the school is required to make an IEP available. This literature helps further

research as it is important to understand the laws behind an IEP along with what can be done if

and when an IEP is not implemented fully.

Groh, A. & School of Education at Purdue Fort Wayne Fort Wayne, Indiana. (2021,

May). Challenges that General Education Teachers Face When Implementing the IEP.

file:///C:/Users/MCoch/Downloads/Amy%20Groh%20Masters%20Thesis%20Final.pdf

The purpose of Groh’s study was to identify the challenges that teachers face when implementing

the IEP and to know what teachers knew about the IEP. The study was conducted with a one-time

anonymous survey with scale questions and open-ended answers. It was determined in the paper

that education programs provided in college no longer focus on pedagogy and focus more on

what the teachers' cognate is on. Without pedagogy teachers are having trouble adjusting their

classrooms because they are not trained to adapt their classroom material to a way that all

students understand. Another problem that was discussed is the lack of support from special

education teachers in order to adapt their classrooms. This comes mainly from the lack of a

special education teacher to employ. Collaboration has also become a big problem between

collaborate. The results of the study showed that teachers have limited knowledge of special

education laws, IEP information and the components of implementation. In future research it

In this paper both the authors examine the teachers attitude towards the IEP along with the

challenges that the teachers face with implementing the IEP. They use a mixed method of

explanatory sequential design and use 3 data collection tools including a scale regarding teachers

attitudes on the IEP itself, a scale for challenges that teachers face with implementation, and

semi-structured interviews with the teacher. The results showed that teachers overall have a very

positive attitude with the IEP and feel that it is essential for children that have learning

disabilities to have within the classroom in order for the child to succeed. The teachers also

shared that they have significant struggles when implementing the IEP within the classroom. It

was noted that these challenges regard the lack of information and training they have to

understand the IEP and the lack of appropriate accommodations within the classroom setting for

them to abide by the IEP fully. In this study I can understand just one of the many methods of

studies that could be conducted within a classroom environment to do further studies within my

area. It also shows that teachers do have a positive attitude regarding the IEP but just lack the

information needed to implement the IEP effectively. This shows hope for the future that

This was a literature review that was used to identify what interventions in an IEP focused on

student participation can help students further and help us fill the gaps of policy. Findings

showed that there were four strategies to help increase self-determined behaviors among children

with an IEP. These included: Self-Directed IEP, The self-advocacy strategy, whose future is it

anyway, and I can use effort. The data on the four programs showed that they help with learning

skills for self-determination, choice making, problem solving, self awareness, leadership, and

advocacy. When increasing these skills students are more likely to stay actively involved in their

own IEP. When conducting this literature review it was noticed that a weakness of the review did

not elaborate on students with severe disabilities and only those with mild disabilities. These

reviews showed that those with mild disabilities were able to become more involved but further

literature review and study needs to be completed on those with more severe disabilities to

This literature review will help me determine further ways to help students become more

involved in the IEP process to build of self-determination skills not just in school but also

transitioning from school to adult life.

Fidelity: A Literature Review- [Thesis].

Love-Latzke explains how the IEP process and implementation of the IEP processes within the

classrooms are supposed to work for children that have needs specified with reading disabilities.

The paper also explains the issues that we have when identifying certain learning disabilities of a

child. It is stated in the paper that most of our approaches to determine a child’s special needs for

specify that most of our approaches are not evidence based and research can go to find more

evidence based approaches to determine a child’s needs. Some solutions to fix the gap of

implementation are also included in the study for me to evaluate more fully and study more in

depth to find a possible solution in filling this gap.

Lovett, B. & Frontier Education. (2021, December 6). Educational Accommodations for

Students With Disabilities: Two Equity-Related Concerns.

https://www.frontiersin.org/articles/10.3389/feduc.2021.795266/full

This research study intended to compare interventions vs accommodations in the education

setting with two equity related concerns. The research that is presented in this paper shows that

demographic factors can play a role in determining who receives accommodations. Student’s that

have higher socioeconomic status are more likely than peers in lower socioeconomic status to

receive accommodations. Accommodations are designed to adjust the task requirements and

interventions attempt to change the student’s skills. It is shown through research that

have expressed concern that some students that also have behavioral problems were still given

accommodations instead of special education goals related to improving behavior. In the study

accommodations failed to teach skills and reduced motivation to acquire new skills. In

developing better policies and revamping the policy of the IEP it is essential to determine what is

working within the policy. According to this study, it seems that IEP’s and students would be

This study was to compare schools and rates of services of ADHD children and those without

ADHD. It was also used to determine what services were available to students with ADHD. In

parental participation, behavioral treatments and advocacy skills taught. The school data

collected pertained to high school aged adolescents with ADHD. Results showed that half of the

students with ADHD had an IEP or 504. It was determined that although a high number of high

school students participated in special education a lot of those programs had little positive impact

of student’s academic outcomes. Data suggest that it may be due to the lack of evidence based

interventions as it shows that there are specific areas that can be improved. Certain areas include

extended time. Looking at this data we can hope that we can improve advocacy, effective

interventions and ensuring implementation in schools. With these improvements at the high

4(2), 215824401453041.

https://doi.org/10.1177/2158244014530410

teachers to give their perceptions of the usefulness. It elaborated on how teachers measure the

success of the IEP goals. In the study the author used a questionnaire consisting of 13 overall

questions. It was determined that IEPs need to be shorter, relevant and meaningful. Two thirds of

the respondents stated that in order to determine success of the IEP that they use grades. Previous

studies have shown that classroom grades are not an appropriate way to determine a student’s

attainment of goals. Others stated that they use informal assessments and standardized

assessments. Both are also not appropriate when evaluating the effectiveness of the IEP goals.