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The Importance of IEP Meetings and Implementation For Effective

Teaching of Students with Disabilities.

Tiffany Dukes

CSN/ Dr. Dale B. Warby

Abstract
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This paper is on the importance of Individual Education Plans (IEP) and implementation

of effective teaching of students with disabilities. There are many abbreviations. One is Evidence

Based Practices (EBP). Working side by side in the EBP is the response to intervention (RTI).

This research shows the different studies involved, and will show responsibilities of the

educators, But also it shows the importance of parent participation.

The Importance of IEP Meetings and Implementation For Effective

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Teaching of Students with Disabilities.

We struggle with the need for properly trained teachers who can help successfully plan

and implement Individual Education Plans (IEP). When doing research there were consistent

factors in each article discussing special needs students and IEPs. The first is Evidence Based

Practices (EBP) which is used to help with interventions to create positive behavior in the

classroom. When selecting EBP, it is important to make sure that the desired outcome and the

characteristics of the participants in the supporting research align with those of the child. (Cook,

Cook, Cook, Shepherd, 2012) EBP needs to be properly chosen to fit the particular child in need

of a Behavior Intervention Plan (BIP). Each child is very different with different needs. By

forming a precise BIP a Behavior Support Plan (BSP) can be put into place to help modify

behaviors in the classroom. EBP can be defined as instructional approaches supported by

trustworthy bodies of research that meet standards regarding quantity, quality, research design,

and effect on student outcomes (Cook et al., 2012) A EBP needs to be a well-researched plan

that has been tried and tested. There needs to be data to give a proper insight to the educators

trying to help with behavior modification. To establish causality, research studies must involve

(a) the introduction of an intervention that is under control of the researchers and (b) a

meaningful comparison condition or group with which the intervention is not implemented.

(Cook et al., 2012) There needs to be data showing both controlled intervention and an

intervention not implemented to show the accuracy of the research.

Like in many researches there needs to be multiple people doing the research in order to

verify the success in what is being done. Without more than one success being shown it is not a

Valid study that can be used. Studies must address a number of quality indicators such as
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documenting adequate interobserver reliability for measuring student outcomes. (Cook et al.,

2012) EBPs are an important factor in schools seeing success with their special needs students

who may struggle in everyday situations, such as school. Things keep progressing with

knowledge of different learning disabilities. To assist in improving the quality of special

education services for children and youth with ASD, much work has gone into identifying EBPs.

(Odom, Cox, Brock, 2013) The goals in the IEP are essential to the success in behavior

modification. They need to be goals that fit the need of the individual child. The identification of

goals leads to the selecting of EBPs that are likely to lead to the successful outcomes for

students. (Odom et al. 2013) Not all schools are equipped with a program needed to see students

go from struggling to far succeed and thrive. This can make a huge difference between students

and the outcome of their education plan. Selection and implementation of EBPs to promote

individual goals of students happens within a program context, and programs vary greatly in

quality. (Odom et al. 2013) For districts not set up with a high quality program this can cause a

lot of unnecessary pain for students, parents, and the teachers. It seems like in lower quality

programs where the district is ill-equipped there is always a chance behaviors can get worse

instead of better. Attempting to implement EBPs in low quality programs can be an exercise in

frustration (Odom et al. 2013)

At one time there was a focus only on an intellectual level and things were very cookie

cutter or all the same. Things have evolved into a very individual focus and have changed the

way special educators help their students. Things change so much in time and it seems we may

now be on course to help a wide range of students in the areas they need the most help.

In a continued effort to provide students with disabilities with the highest quality instruction
possible, the procedureshave evolved from the traditional paradigm of intelligence
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achievement discrepancy to a response to intervention (RTI) framework. (Swanson, Solis,

Ciullo, McKenna, 2012)

In order to properly use the RTI framework, it goes hand in hand with the EBP. Without

an accurate EBP for students the RTI would be useless. A key component of the RTI framework

is the use of evidence-based teaching practices. (Swanson et al., 2012) RTI is well researched

and has been tested it gives support to special education teachers so they have a framework to

work in. This will be a benefit to students who need an organized structured intervention. It

seems from studying these articles that this is a road map for the educators.

This study is a focused examination of how special education teachers working within an RTI
framework perceive their responsibilities for delivering reading and mathematics instruction for
students in special education with IEPs and for students who do not have IEPs but need
interventions based on universal screening results. (Swanson et al. 2012)

There is a small window of time to get to these special students in order to get an optimal

result. If too much time goes by and a student is getting older can make it harder to have a

positive enriched intervention for students. That is why it is important to begin establishing

academic needs at an earlier age to get the best results. The most commonly cited benefit of RTI

was the ability to identify students academic needs early, leading to targeted services being

provided quickly. (Swanson et al. 2012) When working in special education there is greater

success when there is a greater number of support. Many minds create many views with more

potential for success. Its a collaborative effort. Everyone is involved. The classroom teacher, the

interventionists, the administrators, and the counselor provide information about struggling

students. (Swanson et al. 2012) By having a team working together, there is not only support for

students, but also for teachers. An overwhelmed teacher can make for a much stressed student.

There are many factors at work and it is important all factors are being utilized.The teachers like
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knowing they have somewhere they can go. They can [visit] any interventionist. They can get

ideas of what to do in their classes. (Swanson et al. 2012)

There are many legal obligations of a district when writing and implementing an IEP. If

there is a lack of understanding of these legal obligations this can create a huge problem for

educators. On the other hand parents who are unaware of the legal obligations could also find a

struggle if things are not being done the way in which it legally is supposed to. Education

professionals and parents need to be able to understand the federal requirements for

individualized education program (IEP) meetings, both to ensure compliance and also so that

they are able to recognize potential violations. (Cheatham, Hart, Malian, McDonald, 2012) The

IEP needs to be properly prepared and constantly educating themselves on case studies so that

they can provide the best most up to date options. By staying on top of research and keeping up

to speed on the constantly changing research they are better prepared to effectively do their job.

The importance of supporting educators with research-based recommendations for enlisting

parents as collaborators during the IEP process. (Cheatham et al., 2012) When all members of

the IEP team are engaged and committed to the plan it will help make things smoother. Anxiety

is high enough for parents going into the meeting knowing their child needs help. Everyone

showing this commitment and actively being involved will keep the anxiety level lower. This

will only help in achieving the greatest success. When educators and parents collaborate to

confront and resolve disputes, parent satisfaction with special education services can increase

(Cheatham et al., 2012) There needs to be educators willing to step up to the plate ready to make

things right for students and their parents. Educators who make things right and want to see

success will get that success if they commit to seeing IEPs be done the way they are supposed

to. IEP team members must also have the confidence to speak up when its mandates are not
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being followed. In this way, special educators can speak up in response to things that should not

be said during IEP meetings. (Cheatham et al., 2012)

IEPs are time consuming and stressful but there needs to be open minds at the table.

There are no cookie cutter children all have very individual needs and these needs need to be

addressed in these meetings. Instead of "1 have already prepared the goals; please sign here,"

educators should emphasize, "I think we can all agree how important it is to work as a team

(Cheatham et al., 2012) It is most important to have all collaborators involved in the IEP

meetings. If there are holes in the collaboration there can be holes in the intervention. Those on

the team need to be at meetings, and those not on the team need to stay away from the

intervention. If there is someone not on the team getting in the middle of the intervention, they

can mess things up if they know nothing about the goals and the BSP. In planning the IEP

meeting, educators should ensure that everyone who is required to be at the meeting attendees.

(Cheatham et al., 2012) Everyone needs to come with their thinking caps on. A collaboration is

only collaborative if everyone has something to offer in the meeting this also includes the parents

who frankly know their child the best. The IEP meeting should include a fruitful discussion

about the availability of strategies for supporting the student in the least restrictive environment.

(Cheatham et al., 2012) IEP meetings begin by discussing the students strengths which need to

be acknowledged in order to successfully face their struggles. Also discussing strengths allows

everyone to see that a child has a good things going for them and helps create a positive

reflection of things to love about a child. Asking IEP team participants to highlight the student's

strengths can help identify ways to enhance progress toward goals. (Cheatham et al., 2012) With

everything on the table it will allow for a more meaningful discussion with a greater outcome.

Everyone needs to be on the same page and know where a student stands in their intervention.
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Teachers and parents to emphasize the child's strengths and previous services as outlined in his

IEP. (Cheatham et al., 2012) The parents want to see their child be successful and need to see

that the educators working with their child wants to see that same success. They also need the

very best that the school has to offer being done for their child. Quality educatorparent

collaboration in an IEP meeting beyond minimal legislative compliance is necessary to establish

effective educational programs (Fish, 2008) An IEP needs to have the support of the parent

because as I pointed out earlier a parent is the greatest advocate for their child. That is why it is

so important the school supply the parents with proper notice of the IEP meeting so they can be

sure to be there. A school districts personnel must notify parents in advance of the date of the

IEP meeting. They must also allow parents the opportunity to agree on a date. (Fish, 2008) The

only way to see these plans work is having actively involved parents to keep the plan rolling.

Parents need to feel validated and know they are being heard. The establishment of effective

educational experiences for students who receive special education services depends on parents

involvement in educational programming. (Fish, 2008)

There needs to be awareness to future educators that in all things there are wolves in

sheeps clothing. There may be a time that a teacher sees a district cutting corners or being less

than forthcoming on their legal responsibility. By being an educated teacher about the laws and

responsibilities of the school this will protect the educators from a legal consequence. But on a

greater note there will be no success for a student if the district is unwilling to commit to doing

things needed to be done to have success.

Examples of things they may be asked to do include recommending inexpensive or existing

services for students instead of more appropriate services that might not be readily available or
have fiscal implications, conducting fewer assessments than the special educator believes are
necessary for the student to receive a comprehensive evaluation as required by law, and limiting
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information provided to parents about their parental due process rights (as cited in Whitby, Marx,
McIntire, Wienke, 2013)

Some districts may not be willing to do what legally needs to be done. This can put a

teacher in a sticky situation. Teachers may have limited knowledge of legal mandates within the

educational system. (Whitby et al., 2013) However teachers do not have to remain at the mercy

of an unethical administration and need to empower themselves. They can be empowered by

being proactive on their own and learn what they dont know so they are not left in ruins. Special

educators can take steps on their own to gain knowledge of special education laws and

professional practices. (Whitby et al., 2013) Lastly in the process of IEPs there needs to be an

understanding of the individual needs of each student. Each student is as similar as apples and

oranges. There are no two children with the exact same behavior struggles. All decisions made at

an IEP team meeting must be individualized to the evaluated needs of the student. (Whitby et al.,

2013)

Conclusion

The conclusion of this research shows there is a definite need for behavior intervention.

This can be done with legal and individualized IEP collaboration. The collaboration will fall flat

if there is not an implementation of these goals and behavior support. There is also a need to

have proactive special education teachers willing to learn more on their own to support

themselves and their students.

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References

Cheatham, G. A., Hart, J. E., Malian, I., & McDonald, J. (2012). Six Things to Never Say or Hear During an

IEP Meeting. Teaching Exceptional Children, 44(3), 50-57.

Cook, B. G., Shepherd, K. G., Cook, S., & Cook, L. (2012). Facilitating the Effective Implementation of

Evidence-Based Practices Through Teacher-Parent Collaboration. Teaching Exceptional Children,

44(3), 22-30.

Fish, W. W. (2008). The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education

Services. Preventing School Failure, 53(1), 8.

Odom, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation Science, Professional Development,

and Autism Spectrum Disorders. Exceptional Children, 79(2), 233-251.

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Swanson, E., Solis, M., Ciullo, S., & McKenna, J. W. (2012). Special Education Teachers Perceptions and

Instructional Practices in Response to Intervention Implementation. Learning Disability

Quarterly, 35(2), 115-126. doi:10.1177/0731948711432510

Whitby, P. S., Marx, T., McIntire, J., & Wienke, W. (2013). Advocating for Students with Disabilities at the

School Level. Teaching Exceptional Children, 45(5), 32-39.