Individualized Education Program Characteristics and Development for Rural Students With Disabilities: A Mixed Methods Investigation.
An Individualized Education Program (IEP) is a legally binding document that explicitly describes how students with disabilities accesses free and appropriate public education (FAPE). U.S. federal law mandates IEPs be collaboratively designed by constituents and comprised of distinct components and...
| Publicado en: | Rural Special Education Quarterly Vol. 45; no. 2; pp. 79 - 99 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193858125&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193858125 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87568705 0Q7 jtl: Rural Special Education Quarterly issn: 87568705 maglogo: Y pubinfo: dt: Jun2026 vid: 45 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 193858125 193107753 193858125 193858125 10.1177/87568705261440244 193858125 ppf: 79 ppct: 20 formats: tig: atl: Individualized Education Program Characteristics and Development for Rural Students With Disabilities: A Mixed Methods Investigation. aug: au: Hott, Brittany L. McKenna, John William Billingsley, Glenna Heiniger, Sarah Muns, Kevin affil: The University of Oklahoma, Norman, USA sug: subj: Education, Special Students with Disabilities Education Rural Areas Human Multimethod Studies Mainstreaming (Education) Qualitative Studies Quantitative Studies Semi-Structured Interview Caregivers Descriptive Statistics Funding Source Program Implementation Learning Environment ab: An Individualized Education Program (IEP) is a legally binding document that explicitly describes how students with disabilities accesses free and appropriate public education (FAPE). U.S. federal law mandates IEPs be collaboratively designed by constituents and comprised of distinct components and procedures intended to maximize the educational potential of all students with disabilities. However, existing research indicates that the practical implementation of the IEP process can vary widely. This mixed methods study (a) investigated the degree to which the development of instructional programs for students with disabilities attending a rural U.S. school district aligned with legal mandates and recommended practices for IEPs and (b) analyzed perceptions of students, teachers, and caregivers regarding their unique participation in the IEP process. We discuss the practical implications of these findings for the provision of special education services in rural districts and the role of students and families in evaluating special education programming. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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