IEPs in Action: What the 2025 State of the Special Education Profession Survey Reveals About Implementation Realities.
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| Title: | IEPs in Action: What the 2025 State of the Special Education Profession Survey Reveals About Implementation Realities. |
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| Authors: | Lesh, Jennifer J.1 (AUTHOR), Boscardin, Mary Lynn2 (AUTHOR) mlbosco@umass.edu |
| Source: | Teaching Exceptional Children. Sep/Oct2026, Vol. 59 Issue 1, p6-8. 3p. |
| Subject Terms: | *Special education, *Individualized education programs, *Mental health services, Paraprofessionals |
| Abstract: | The article reports on the findings of the third edition of the State of the Special Education Profession Educator Survey, which examines the current state of the special education profession. The survey reveals a significant increase in the use of Individualized Education Programs (IEPs) as daily instructional tools, with 60.3% of educators referencing them daily in 2025 compared to 25% in 2019. Additionally, educators across all roles reported increased self-perceived preparedness to implement IEP goals, though a persistent lack of dedicated planning time for collaboration remains a critical barrier. The article also highlights trends in educator confidence regarding student mental health support and autonomy, recommending strategies such as strengthening co-planning protocols, leveraging paraprofessionals, and advocating for structural supports to improve IEP implementation. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article reports on the findings of the third edition of the State of the Special Education Profession Educator Survey, which examines the current state of the special education profession. The survey reveals a significant increase in the use of Individualized Education Programs (IEPs) as daily instructional tools, with 60.3% of educators referencing them daily in 2025 compared to 25% in 2019. Additionally, educators across all roles reported increased self-perceived preparedness to implement IEP goals, though a persistent lack of dedicated planning time for collaboration remains a critical barrier. The article also highlights trends in educator confidence regarding student mental health support and autonomy, recommending strategies such as strengthening co-planning protocols, leveraging paraprofessionals, and advocating for structural supports to improve IEP implementation. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599261443612 |
