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Self-determination at a Career and Technical School: Observations of IEP Meetings

  • Leena Jo LandmarkEmail author
  • Dalun Zhang
ORIGINAL PAPER
  • 7 Downloads

Abstract

Objectives

The purpose of this study was to conduct observations of Individualized Education Program (IEP) meetings at a Career and Technical Education (CTE) high school to determine who spoke during the IEP meetings, how IEP team members rate their IEP meeting behaviors and perceptions, and if there any differences in how behaviors and perceptions of the IEP meetings are rated.

Method

A 10-s momentary time sampling procedure was used to determine which IEP team members spoke the most and least during 10 IEP meetings. A post-IEP meeting survey was used to determine how IEP team members rated their IEP meeting behaviors and perceptions. Descriptive statistics and multivariate analysis of variance (MANOVA) were computed.

Results

IEP team members who spoke the most were the special education coordinator, special education teacher, and student. Students rated their meeting behaviors the highest. Students, parents, and educators had positive perceptions of the IEP meetings. A statistically significant difference (F(3, 86) = 3.43, p = 0.012; Wilks’ lambda = 0.74; partial eta squared = 0.13) was found indicating educators had a lower mean rating on composite meeting behavior.

Conclusions

Educators seem to be seeking input from students and parents during IEP meetings, yet there remains a need for increased student leadership during IEP meetings. Educators, parents, and students seem to lack knowledge about the availability of post-high school adult services, resulting in an increased need to provide information about agencies to students, teachers, and parents.

Keywords

Self-determination Disabilities Career and technical education Individualized education program 

Notes

Author Contributions

LJL designed and executed the study, conducted the data analyses, and wrote the article. DZ collaborated on the data analysis and writing of the article.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Statement

Institutional Review Board approval was obtained from Ohio University.

Informed Consent

All participants signed informed consent or assent, as appropriate.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.School of Teaching and LearningSam Houston State UniversityHuntsvilleUSA
  2. 2.Department of Educational PsychologyTexas A&M UniversityCollege StationUSA

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