Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs.
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| Title: | Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs. |
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| Authors: | Burke, Kathryn M.1 (AUTHOR) kburke@temple.edu, Kurth, Jennifer A.2 (AUTHOR), Shogren, Karrie A.2 (AUTHOR), Hagiwara, Mayumi3 (AUTHOR), Raley, Sheida K.4 (AUTHOR), Ruppar, Andrea L.5 (AUTHOR) |
| Source: | Intellectual & Developmental Disabilities. Feb2024, Vol. 62 Issue 1, p44-58. 15p. |
| Abstract: | Under the Individuals With Disabilities Education Act, individualized education program (IEP) annual goals are required to enable students with disabilities to be involved in and make progress in the general education curriculum and to address other educational needs. This study reports findings from a content analysis of the annual goals in 88 IEPs for K–12 students with extensive support needs. Results reflect a lack of comprehensive academic content goals to promote involvement and progress in the general education curriculum, and limited opportunities for students to develop skills associated with self-determination. Findings also show a focus within goals on student compliance rather than the development of meaningful skills and knowledge. Implications for research and practice are provided. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Under the Individuals With Disabilities Education Act, individualized education program (IEP) annual goals are required to enable students with disabilities to be involved in and make progress in the general education curriculum and to address other educational needs. This study reports findings from a content analysis of the annual goals in 88 IEPs for K–12 students with extensive support needs. Results reflect a lack of comprehensive academic content goals to promote involvement and progress in the general education curriculum, and limited opportunities for students to develop skills associated with self-determination. Findings also show a focus within goals on student compliance rather than the development of meaningful skills and knowledge. Implications for research and practice are provided. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19349491 |
| DOI: | 10.1352/1934-9556-62.1.44 |
