{"title":"The Individualized Education Program: Do Teachers and Parents Collaborate?","authors":"A. Dor","doi":"10.7459/ept/44.2.05","DOIUrl":null,"url":null,"abstract":"BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to\n deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge\n difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Practice & Theory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7459/ept/44.2.05","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to
deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge
difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.
期刊介绍：
Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.
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