Individual Education Program (IEP) Paperwork : A Narrative Review

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students’ assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork  perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.

     

     


  • Keywords


    Narrative Review; Individual Education Program (IEP); Paperwork; Burden of Administrative Tasks

  • References


    1. [1] Ferrari R. Writing narrative style literature reviews. the European Medical Writers Association. 2015;24(4):230-5.

      [2] Wilson, Lodato G, Michaels CA, Margolis H. Form versus Function : Using Technology To Develop Individualized Education Programs for Students with Disabilities. Journal of Special Education Technology. 2005;20(2):37-46.

      [3] Dempsey I. The Use of Individual Education Programs for Children in Australian Schools. Australasian Journal of Special Education. 2012;36(1):21-31.

      [4] Elliott SN, Kratochwill TR, McKevitt BC. Experimental Analysis of the Effects of Testing Accommodations on the Scores of Students with and without Disabilities. Journal of School Psycholog. 2001;39(1):3-24.

      [5] Gartin BC, Murdick NL. IDEA 2004 : The IEP. Remedial and Special Education. 2005;26(6):327-31.

      [6] Sahin H. The development of individualized educational programs in Turkey IEP applications. Social and Behavioral Sciences. 2012;46:5030-4.

      [7] Telzrow CF. IDEA Amendments of 1997 : Promise or Pitfall for Special Education Reform ? Journal of School Psychology. 1999;37(1):7-28.

      [8] Vogel C. The Individual Academic Plan. District Administration. 2006:1-4.

      [9] Morris E. Special Educational Needs Code of Practice. London: Department for Education and Skills; 2001. 1-148 p.

      [10] Miranda-correia LD. Special education in Portugal : the new law and the ICF-CY. Procedia - Social and Behavioral Sciences. 2010;9:1062-8.

      [11] Bandu SH, Jelas ZM. The IEP : Are Malaysian Teachers Ready ? Procedia - Social and Behavioral Sciences. 2012;47:1341-7.

      [12] Suplemen Penyelenggaraan Pendidikan Inklusif - Model Program Pembelajaran Individual (PPI), (2007).

      [13] Tod J. IEPs : Inclusive educational practices ? Support for Learning. 1999;14(4):184-8.

      [14] Mehrenberg RL. Red Tape and Green Teachers: The Impact of Paperwork onnovice special education teachers. International Journal of Special Education. 2013;28(1):80-7.

      [15] Margolis H, Truesdell LA. Do Special Education Teachers Use IEPs to Guide Instruction ? The Urban Review. 1987;19(3):151-9.

      [16] Nance E, Calabrese RL. Special education teacher retention and attrition : the impact of increased legal requirements. International Journal of Education Management. 2009;23(5):431-40.

      [17] Boyer L, Lee C. Converting challenge to success : Supporting a new teacher of students with autism. The Journal of Special Education. 2001;35(2):75-83.

      [18] Liem SH, Panjaitan LN, Kartika A, editors. Penyusunan Buku Petunjuk Pelaksanaan Tugas Guru Pendamping Khusus di Sekolah “ X ” (The preparation of the manual for the execution of special needs teachers tasks in the school "X"2014; Jakarta: UIN Jakarta Press.

      [19] Popay JRHSA. Guidance on the Conduct of Narrative Synthesis in Systematic Reviews. 2006.

      [20] Cipriani A, Geddes J. Comparison of systematic and narrative reviews : the example of the atypical antipsychotics. Epidemiologia e Psichiatria Sociale. 2003;12(3):146-54.

      [21] Green BN, Johnson CD, Adams A. Writing narrative literature reviews for peer-reviewed journals : secrets of the trade. Journal of Chiropractic Medicine. 2001;5(3):101-17.

      [22] Dietic ANo. Narative Review Checklist. 2017. p. 1-.

      [23] Carlson, Elaine, Chen L, Schroll, Karen, Klein S. Study of Personnel Needs In Special Education Final Report of the Paperwork Substudy. 2002.

      [24] Klein S. Reduction Special Education Paperwork. 2004.

      [25] Suter JC, Giangreco MF. Exploring Special Education and Paraprofessional Service Delivery in Inclusion-Oriented Schools. 2009:81-94.

      [26] Katz LA, Maag A, Fallon KA, Blenkarn K, Smith MK. What Makes a Caseload (Un)Manageable? School-Based Speech-Language Pathologists Speak. Language, Speech, and Hearing Services in Schools. 2010;41:139-52.

      [27] Vannest KJ, Burke ΈMD, Payne ΈTE, Davis CR, Soares ΈDA. Electronic Progress Monitoring of IEP Goals and Objectives. 2010.

      [28] Moore BJ. Five Common Documentation Questions-Answered. ASHA Leader. 2012;17(4):22-4.

      [29] SpeNse. Paperwork in Special Education. 2013.

      [30] Cooper P. Are Individual Education Plans a waste of paper ? British Journal of Special Education. 1996;23(3):115-9.

      [31] Mastropieri MA. Is the glass half full or half empty ? Challenges encountered by first-year special education teacher. The Journal of Special Education. 2001;35(2):66-74.

      [32] Coskun YD. School counselors ’ views about the individualized educational program practices. Procedia - Social and Behavioral Sciences. 2010;9:1629-33.

      [33] Ahearn E. Paperwork in Special Education : Survey Findings. 2011. p. 1-8.

      [34] Minick BA, School BA. The IEP Process Can Computers Help ? Academic Therapy. 1982;18(2):141-8.

      [35] Ryan LBRCN. Computerized vs . Noncomputerized Individualized Education Programs : Teachers Attitudes , Time , and Cost. Journal of Special Education Technology. 1986;VIII(1):5-12.

      [36] French NK. Working together: Resources Teacher and Paraeducators. 1998;19(6):357-68.

      [37] Miller KJ. Welcome to the real world : Reflections on teaching and administration. American Annals of the Deaf. 2000;145(5):404-10.

      [38] Margolis H, Free J. Computerized IEP Programs : A Guide for Educational Consultants. Journal of Educational and Psychological Consultation. 2001;12(2):171-8.

      [39] Fonssagrives D. Technology helps lighten the paperwork load. ASHA Leader. 2003;8(11):2003-.

      [40] Cirrin FM. Advocating for Workload Strategies. ASHA Leader. 2004;9(12):18-20.

      [41] Paschall ED, Jr. An evaluation of an electronic performance support system implementation: Florida State University; 2004.

      [42] Boswell S. New IDEA Law Brings Relief , Worry for School Clinicians. ASHA Leader. 2005;10(2):3-.

      [43] Smith TEC. IDEA 2004 : Another Round in the Reauthorization Process. Remedial and Special Education. 2005;26(6):314-9.

      [44] Donovan EO. Computer - based IEP Writers. District Administration. 2006:1-3.

      [45] Morgan R. Dominate Your IEP Data. ASHA Leader. 2013;18(4):26-7.

      [46] Rudebusch, Judy, Wiechmann J. Time Block after Time Block. ASHA Leader. 2013;18(8):40-5.

      [47] Hale L. Behind The Shortage Of Special Ed Teachers : Long Hours , Crushing Paperwork. 2015. p. 1-4.

      [48] Wilson GL, Craig A. Form versus Function : Using Technology To Develop Individualized Education Programs for Students with Disabilities. Journal of Special Education Technology. 2005;20(2):37-46.

      [49] Dept.ofChildProtection. Documented Plans Supporting Education for All. Guidelines for Implementing Documented Plans in Public Schools. 2011.

      [50] Mitchell D, Hornby G. Review of the Literature on Individual Education Plans. 2010.

      [51] Rodger S. Individual Education Plans Revisited : A Review of the Literature. International Journal of Disability, Development and Education. 1995;42(3):221-39.

      [52] Andreasson I, Asp-onsjö L, Isaksson J. Lesson learned from research on individual educational plans in Sweden : obstacles , opportunities and future challenges. European Journal of Special Needs. 2013;28(4):413-26.


 

View

Download

Article ID: 13997
 
DOI: 10.14419/ijet.v7i2.29.13997




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.