Special Education ETDs

Publication Date

Summer 7-10-2024

Abstract

The Individualized Education Program (IEP) remains a pivotal document for ensuring educational equity for students with disabilities in public education (Bateman, 2017). This qualitative interview study investigated how an IEP team supporting a student with extensive support needs navigated the decision-making process during annual IEP development. Through in-depth interviews with six out of eight team members, I explored IEP team members’ perceptions of their and others’ responsibilities and contributions to the development of an annual IEP. Qualitative coding revealed four key decision-making themes: Unspoken norms, privileging professional knowledge, avoiding conflict and responding to disagreements, and identifying your place at the table. The findings highlighted how implicit norms, unwritten policies, and personal beliefs influenced decision-making dynamics. I also addressed study limitations, proposed areas for future research, and discussed practical implications.

Keywords

individualized education program (IEP), individualized education program (IEP) team, decision-making process, team collaboration, qualitative interview study.

Document Type

Thesis

Degree Name

Special Education

Level of Degree

Doctoral

Department Name

Special Education

First Committee Member (Chair)

Susan R. Copeland, Ph.D.

Second Committee Member

Ruth Luckasson, J.D.

Third Committee Member

Julia Scherba de Valenzuela, Ph.D.

Fourth Committee Member

Elizabeth B. Keefe, Ph.D.

Fifth Committee Member

Jan Armstrong, Ph.D.

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