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...
| Published in: | Exceptional Children Vol. 48; no. 4; pp. 371 - 375 |
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| Format: | Article |
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Sage Publications Inc.
Jan1982
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19709511&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19709511 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Jan1982 vid: 48 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19709511 10.1177/001440298204800418 ppf: 371 ppct: 4 formats: tig: atl: Regular Classroom Teacher Involvement in the Development and Utilization of IEP's. aug: au: Pugach, Marleen C. affil: Coordinator, Dean's Grant Project, College of Education, University of Illinois, Urbana-Champaign su: Individualized education programs Education Educational programs Continuous progress programs Individualized instruction Special education Students with disabilities People with disabilities Teachers sug: subj: Individualized education programs Education Educational programs Continuous progress programs Individualized instruction Special education Students with disabilities People with disabilities Teachers ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1982 holdings: @attributes: islocal: N |
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