| Title: |
Quality of IEPs for Students with Complex Support Needs: Is There Alignment across IEP Components? |
| Language: |
English |
| Authors: |
Jennifer A. Kurth (ORCID 0000-0002-5947-7642); Elissa Lockman Turner (ORCID 0000-0002-5836-3088); Daria Gerasimova (ORCID 0000-0002-9669-1648); Tyler A. Hicks (ORCID 0000-0003-3256-7848); Alison Zagona (ORCID 0000-0002-1857-1851); Kirsten Lansey (ORCID 0000-0001-5717-7761); Mary Curran Mansouri (ORCID 0000-0003-2406-2719); J. Matt Jameson (ORCID 0000-0002-5286-0534); Roxanne Loyless (ORCID 0000-0002-0481-0743) |
| Source: |
Exceptionality. 2025 33(1):1-16. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A180024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Individualized Education Programs; Students with Disabilities; Student Needs; Teamwork; Cooperative Planning; Elementary School Students; Alignment (Education); Student Placement; Related Services (Special Education); Student Characteristics; Symptoms (Individual Disorders); Teacher Characteristics; Academic Achievement; Educational Objectives |
| DOI: |
10.1080/09362835.2024.2389079 |
| ISSN: |
0936-2835; 1532-7035 |
| Abstract: |
Educators and families develop individualized education programs (IEPs) to address unique needs of individual students with disabilities. Addressing all student needs is critical to ensuring students receive a free and appropriate public education. To understand how IEP teams address the needs of students with complex support needs, we examined the alignment of IEP goals and supplementary aids and services with the stated needs of 112 elementary students with complex support needs as reported in their present levels of academic achievement and functional performance. We found there was a large amount of variation in alignment, but that 32.76% of stated student needs were not addressed by goals or supplementary aids and services. Neither educational placement nor type of student need was statistically significant in terms of whether a student need was addressed in the IEP. These findings suggest a serious threat to a student's right to a free and appropriate public education. Implications for practice and research are discussed. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1457165 |
| Database: |
ERIC |