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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.
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]
Copyright of Intellectual & Developmental Disabilities is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs.
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  Data: <searchLink fieldCode="JN" term="%22Intellectual+%26+Developmental+Disabilities%22">Intellectual & Developmental Disabilities</searchLink>. Feb2024, Vol. 62 Issue 1, p44-58. 15p.
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  Data: 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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  Data: <i>Copyright of Intellectual & Developmental Disabilities is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2024
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