A 3-year study of middle, junior high, and high school IEP meetings.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 2004. The length of the article is 6620 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: The study examined the perceptions of 1,638 secondary individualized education program (IEP) meeting participants from 393 IEP meetings across 3 consecutive years. Results indicate significant differences between the survey answers and participant roles, when students did or did not attend their IEP meetings, and when different professional team members attended the meetings. Special education teachers talked more than all team members. Students reported the lowest scores for knowing the reasons for the meetings, knowing what to do at the meetings, and five other survey items. General educators rated themselves lowest on three of the survey questions. Student and general educator attendance at the IEP meetings produced value-added benefits for IEP team members, especially parents.

Citation Details
Title: A 3-year study of middle, junior high, and high school IEP meetings.
Author: James E. Martin
Publication: Exceptional Children (Refereed)
Date: March 22, 2004
Publisher: Council for Exceptional Children
Volume: 70 Issue: 3 Page: 285(13)

Distributed by Thomson Gale