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A Literature Review of Intervention Studies to Promote Student Participation in Individualized Education Plan(IEP) Meetings in U.S.

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(2), pp.435-464
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Seo, Hyo Jeong 1 Park Youn-jung 2

1University of Kansas
2단국대학교

Accredited

ABSTRACT

Increasing students' participation in their individualized education plan(IEP) meetings provides opportunities for students to develop self-advocacy, problem-solving, and decision-making skills. The purpose of this study is to synthesize the American intervention studies that promoted students' participation in their IEP meetings so as to provide implications for future research and practice in Korea. Based on the inclusion and exclusion criteria identified in this study, a total of 14 studies was included for this literature review. Once selected, each study was analyzed based on the following variables: (a) study purpose, (b) participant/setting, (c) research method, (d) independent variable, (e) dependent variable, and (f) study result. Given that the purpose of our study is to provide implications for future research and practice that reflect the current educational contexts in Korea, more in-depth analyses were conducted for both independent and dependent variables. Based on the findings from this study, implications for future study and practice to promote students' participation in IEP meetings were provided as follows: (a) considerations for students with severe and profound disabilities, (b) pre-intervention components, (c) development and use of a simple checklist, and (d) teacher expectations regarding students' involvement in their IEP process.

Citation status

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