Regular Classroom Teacher Involvement in the Development and Utilization of IEP's.

The article presents a study designed to generate information regarding the nature and extent of regular teacher involvement in and utilization of individualized education programs (IEP) for mildly handicapped students both prior to and following the initial IEP meeting. The provision of high-qualit...

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Detalles Bibliográficos
Publicado en:	Exceptional Children Vol. 48; no. 4; pp. 371 - 375
Autor principal:	Pugach, Marleen C.
Formato:	Artículo
Publicado:	Sage Publications Inc. Jan1982
Materias:	Individualized education programs Education Educational programs Continuous progress programs Individualized instruction Special education Students with disabilities People with disabilities Teachers
Acceso en línea:	Ver este registro en EBSCOhost

Descripción
Sumario:	The article presents a study designed to generate information regarding the nature and extent of regular teacher involvement in and utilization of individualized education programs (IEP) for mildly handicapped students both prior to and following the initial IEP meeting. The provision of high-quality education to mildly handicapped students is a persistent problem for special education. The quality of assistance that classroom teachers receive will determine the success of the service delivery model. There is a need to include classroom teachers in the IEP process.