An Analysis of Special Educators' Perceptions of Individualized Education Plans (IEPs)

Main Article Content

Badriya Al Sadrani
Ahmed Hassan Hemdan Mohamed
Khaleel Alarbi
Najeh Alsalhi
Fakir Al Gharaibeh

Abstract

Individualized Education Plans (IEPs) are extensively implemented to ensure that appropriate public education is accessible to students with disabilities in both private and public schools. The IEP serves as a crucial legal document that outlines the essential components and tailored educational strategies for each student. This study aimed to evaluate the quality of the IEP process from the perspectives of special education (SPED) educators in the United Arab Emirates (UAE). Specifically, it investigated teachers’ comprehension, interactions, practices, experiences, and assessments of IEPs within their educational institutions. Employing a purposive sampling technique, 87 SPED educators participated in the survey, comprising 67.4% special education teachers, 14% special education specialists, 5.8% special education supervisors, and approximately 13% from other professional roles. The findings indicated that student involvement in the IEP process and transitional statements were perceived as less significant. Additionally, learning objectives and documentation demonstrated a weak correlation with the SPED educators' awareness and utilization of IEPs. Notably, a statistically significant difference was identified among various age groups and types of schools. This study concludes with recommendations and considerations for further implications.

Article Details

Section
Articles