There are more than 6.6 million students with disabilities in U.S. public schools who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs) that have been developed and are being implemented at any given time. Each IEP represents real cost in educational opportunity, relationship building between families and schools, time, and resource allocation. Given this information, it is important to examine what we have learned from research on the development of IEPs, and to begin charting a new direction for research and practice related to IEP development. This literature review examines published, peer-reviewed research studies that have examined IEP development since the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA). The review concludes with a discussion of how findings from previous research on IEP development can inform future research agendas, educator practice, and federal and state policies.

https://journals.sagepub.com/doi/pdf/10.1177/2158244014530411

The Development of Individualized Education Programs: Where Have We Been and Where Should We Go Now?

https://jnnp.bmj.com/content/jnnp/38/8/832.2.full.pdf

Mental retardation and developmental disabilities.

This study examined (a) the main effects of professional development on the quality of postsecondary goals in employment and postsecondary education/training, (b) the main effects of student and teacher characteristics on goal quality, and (c) whether professional development moderated the relationship between the impact of these characteristics and goal quality. Individual Education Program (IEP) documents were gathered from 18 teachers before and after professional development totaling 137 IEPs. Hierarchical linear modeling methods were used to account for the fact that student IEPs were nested within teachers. Results indicated professional development significantly improved goal quality for both goal areas. Teachers whose primary placement and caseload was within self-contained classrooms and those with more years of experience had higher quality employment goals than teachers with less experience and those in resource rooms or general education settings. Implications are discussed regarding the conti...

The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals

Individualized Education Program Quality for Transition Age Students with Autism.

Over the past decade, there has been an increased emphasis on transition planning for students with exceptional needs. This is in part the result of the mandates contained in the Individuals with D...

Transition Assessment: Using Gap Analysis to Enhance Effective Transition Planning.

Using an outcome/skill checklist, four raters evaluated the transition content of 68 Individualized Educational Programs (IEPs) prepared following the Congressional mandate to include school-to-wor...

Evaluating the Transition Component in IEPs of Secondary Students with Disabilities

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Evaluating the Transition Component in IEPs of Secondary Students with Disabilities