Dissertation/Thesis Abstract

The Foldable IEP: A student-directed individualized education program model
by Royer, David J., M.S., California State University, Long Beach, 2011, 82; 1504530
Abstract (Summary)

This quasi-experimental study evaluated “The Foldable IEP” curriculum, which taught students with mild to moderate disabilities to self-direct their Individualized Education Program (IEP) meeting. Self-advocacy and self-determination were targeted to combat student apathy toward and passive participation in their IEPs. The Foldable IEP curriculum was taught to whole class groups over three weeks at a Title I high school in Southern California that primarily services students who are culturally and linguistically diverse. Twenty-five students with disabilities in a ninth grade Resource Specialist Program received the Foldable IEP curriculum intervention and spoke for 36.78% of their IEP meeting, while students in the comparison group spoke 2.15%. The intervention group met criteria for ‘student-led’ IEPs 92% of the time while the comparison group met zero. The intervention group recalled significantly more IEP knowledge and had shorter meetings, but not significantly shorter than traditional teacher-led comparison meetings. School faculty and staff were significantly more satisfied with Foldable IEP meetings.

Indexing (document details)
Advisor: Greene, Gary M.
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 50/03M, Masters Abstracts International
Subjects: Special education
Publication Number: 1504530
ISBN: 978-1-124-99472-7
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