Article section

Article title
Contributor
Abstract
About article
DOI
Citation style
Copyright
Open access
References
Research Article

Bridging Knowledge and Practice: Special Education Teachers’ Role in Individualized Education Plan Development

Authors

  • Rolando M. Concepcion NIUG Elementary School, Sto. Niño District, Philippines
  • Donato O. Abaya Ifugao State University, Philippines

    xerdon17@gmail.com

  • Aiken Dale K. Magaya Ifugao State University, Philippines https://orcid.org/0000-0002-8995-3742

Abstract

This study examined the extent of knowledge and practices of Special Education Teachers (SPETs) in developing Individualized Education Plans (IEPs) in selected schools in Cagayan Valley, Region II, Philippines. Utilizing a descriptive-correlational research design, data were gathered from 40 SPETs including receiving teachers through a validated survey questionnaire and content analysis of actual IEPs. Results indicated that SPETs demonstrated a high level of knowledge in IEP development, particularly in the application of interventions, information gathering, and planning. However, reviewing and revising IEPs were identified as areas needing improvement. Similarly, the extent of practice in IEP preparation was high, with teachers consistently engaging in all key phases, though challenges remained in collaboration with specialists and systematic review processes. A strong positive correlation was found between teachers’ knowledge and practices, emphasizing the importance of continuous professional development. These findings highlight the need for structured training programs, administrative support, and collaborative mechanisms to enhance IEP preparation and implementation, ensuring improved learning outcomes for students with special needs.

Keywords:

Inclusive Education Individualized Education Plan Special Education Teachers Teacher Knowledge Teaching Practices

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(1), (2025)

Pages

92-99

Published

27-03-2025

How to Cite

Concepcion, R. M., Abaya, D. O., & Magaya, A. D. K. (2025). Bridging Knowledge and Practice: Special Education Teachers’ Role in Individualized Education Plan Development. Journal of Education, Learning, and Management, 2(1), 92-99. https://doi.org/10.69739/jelm.v2i1.409

References

Akçin, F. N. (2022). Identification of the Processes of Preparing Individualized Education Programs (IEP) by Special Education Teachers, and of Problems Encountered Therein. Educational Research and Reviews, 17(1), 31-45. https://doi.org/10.5897/ERR2021.4217 DOI: https://doi.org/10.5897/ERR2021.4217

Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: a qualitative analysis from teacher’s perspective. Southeast Asia Early Childhood, 10(1), 37-49. DOI: https://doi.org/10.37134/saecj.vol10.1.4.2021

Berry, A., & Gravelle, M. (2018). The Benefits and Challenges of Special Education Positions in Rural Settings: Listening to the Teachers. The Rural Educator, 34(2), 3. http://doi.org/10.35608/RURALED.V34I2.400 DOI: https://doi.org/10.35608/ruraled.v34i2.400

Bishop, A. G., Brownell, Mary T., Klingner, J., Leko, Melinda M., & Galman, S. (2010). Differences in Beginning Special Education Teachers: The Influence of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices. Learning Disability Quarterly, 33 , 75-92. http://doi.org/10.1177/073194871003300202 DOI: https://doi.org/10.1177/073194871003300202

Blasko, A., Morin, K., Lindström, E., Murphy, G., & Squitieri, M. (2024). Special Educators’ Training and Preparedness to Write Individualized Education Programs. Teacher Education and Special Education, 47, 161-179. https://doi.org/10.1177/08884064241234616. DOI: https://doi.org/10.1177/08884064241234616

Boavida, T., Aguiar, C., McWilliam, R. A., & Pimentel, J. S. (2010). Quality of individualized education program goals of preschoolers with disabilities. Infants & Young Children, 23(3), 233-243. https://doi.org/10.1097/IYC.0b013e3181e45925 DOI: https://doi.org/10.1097/IYC.0b013e3181e45925

Britton, T., & Spencer, G. (2020). Do students who fail to plan, plan to fail? Effects of individualized learning plans on postsecondary transitioning. Teachers College Record, 122(5), 1-36. https://doi.org/10.1177/016146812012200509 DOI: https://doi.org/10.1177/016146812012200509

Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 339-351. https://www.jstor.org/stable/23880590

Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective Practice in Inclusive and Special Needs Education. International journal of special education, 31, 119-134.

Contreras, N. (2021 Apr 20). How to write an effective IEP. Teach. Learn. Grow. https://www.nwea.org/blog/2021/how-to-write-an-effective-iep

Council for Exceptional Children. (2017). News from CEC: High-leverage practices in special education. TEACHING Exceptional Children, 50(1), 7-9. https://doi.org/10.1177/0040059917713206 DOI: https://doi.org/10.1177/0040059917713206

Davis, L. (1992). Instrument review: getting the most from your panel of experts. Applied nursing research, 5, 104-107. https://doi.org/10.1016/S0897-1897(05)80008-4 DOI: https://doi.org/10.1016/S0897-1897(05)80008-4

Debbag, M. (2017). Opinions of prospective classroom teachers about their competence for Individualized Education Program (IEP). Universal Journal of Educational Research, 5(2), 181-185. https://doi.org/10.13189/ujer.2017.050202 DOI: https://doi.org/10.13189/ujer.2017.050202

Downing, J. (2010). Academic instruction for students with moderate and severe intellectual disabilities in inclusive classrooms. Corwin Press. DOI: https://doi.org/10.4135/9781483350400

Einhorn, S. (2022). Kompetencie špeciálneho pedagóga vo výchovno-vzdelávacom procese. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok, 21(3), 59–67. https://doi.org/10.54937/ssf.2022.21.3.59-67 DOI: https://doi.org/10.54937/ssf.2022.21.3.59-67

Fish, W. W. (2008). The IEP meeting: Perceptions of parents of students who receive special education services. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 8-14. https://doi.org/10.3200/PSFL.53.1.8-14 DOI: https://doi.org/10.3200/PSFL.53.1.8-14

Gable, R., Tonelson, S., Sheth, Manasi., Wilson, Corinne., & Park, K. (2012). Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers. Education and Treatment of Children, 35, 499-520. http://doi.org/10.1353/ETC.2012.0030 DOI: https://doi.org/10.1353/etc.2012.0030

Greenfield, R., Rinaldi, Claudia., Proctor, C. Patrick., & Cardarelli, A. (2010). Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School: A Consensual Qualitative Analysis. Journal of Disability Policy Studies, 21, 47-63. http://doi.org/10.1177/1044207310365499 DOI: https://doi.org/10.1177/1044207310365499

Hendricks, D. (2011). Special education teachers serving students with autism: A descriptive study of the characteristics and self-reported knowledge and practices employed. Journal of Vocational Rehabilitation, 35(1), 37-50. http://doi.org/10.3233/JVR-2011-0552 DOI: https://doi.org/10.3233/JVR-2011-0552

İlik, Ş. Ş., & Sari, H. (2017). The Training Program for Individualized Education Programs (IEPs): Its Effect on How Inclusive Education Teachers Perceive Their Competencies in Devising IEPs. Kuram Ve Uygulamada Egitim Bilimleri, 17(5), 1547. https://doi.org/10.12738/ESTP.2017.5.0424 DOI: https://doi.org/10.12738/estp.2017.5.0424

Jačova, Z., Kovačević, J., & Hasanbegović, H. (2018). Individual education plan (IEP) foundation of a quality inclusive education. Human Research in Rehabilitation, 8(2), 88-93. DOI: https://doi.org/10.21554/hrr.091811

Kartika, A., Suminar, D., Tairas, M., & Hendriani, W. (2018). Individual Education Program (IEP) Paperwork : A Narrative Review. International journal of engineering and technology, 7, 682. https://doi.org/10.14419/ijet.v7i2.29.13997. DOI: https://doi.org/10.14419/ijet.v7i2.29.13997

Kucharczyk, S., & Davis, K. (2024). Preparing Special Educators to Shift Education Experiences and Outcomes for Students with Disabilities Who Are Black, Indigenous, or People of Color (pp. 236–255). https://doi.org/10.4324/9781032685090-18 DOI: https://doi.org/10.4324/9781032685090-18

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: effects on instructional quality and student development. Journal of educational psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583. DOI: https://doi.org/10.1037/a0032583

Kurth, J. A., Love, H., & Pirtle, J. (2020). Parent perspectives of their involvement in IEP development for children with autism. Focus on Autism and Other Developmental Disabilities, 35(1), 36-46. https://doi.org/10.1177/1088357619842858 DOI: https://doi.org/10.1177/1088357619842858

Lappe, J. M. (2000). Taking the mystery out of research: Descriptive correlational design. Orthopaedic Nursing, 19(2), 81.

Llanes, A. B., & Llanes, M. C. L. (2023). Improving the Ability of Teachers to Address the Special Educational Needs of Students through Capacity-Building Program. International Education Forum, 1(2), 46-58. http://dx.doi.org/10.26689/ief.v1i2.5705 DOI: https://doi.org/10.26689/ief.v1i2.5705

Mangongon, F. A. A. (2023). Challenges encountered by special educators: Inputs for the improvement of the individualized education program. AIDE Interdisciplinary Research Journal, 2, 136-150. https://doi.org/10.56648/aide-irj.v2i1.25 DOI: https://doi.org/10.56648/aide-irj.v2i1.25

Mechouat, K. (2024). The Impact of Aligning Kolb’s Experiential Learning Theory with a Comprehensive Teacher Education Model on Preservice Teachers’ Attitudes and Teaching Practice. European Scientific Journal, 20(28), 135. https://doi.org/10.19044/esj.2024.v20n28p135 DOI: https://doi.org/10.19044/esj.2024.v20n28p135

Mirari, K. (2022). The Effectiveness of Adaptive Learning Systems in Personalized Education. Journal of Education Review Provision, 2(3), 70-76. https://doi.org/10.55885/jerp.v2i3.194 DOI: https://doi.org/10.55885/jerp.v2i3.194

Patti, A. L. (2016). Back to the basics: Practical tips for IEP writing. Intervention in School and Clinic, 51(3), 151-156. https://doi.org/10.1177/1053451215585805 DOI: https://doi.org/10.1177/1053451215585805

Rosas, C. E., & Winterman, K. G. (2014). Are Parents Really Partners in Their Child’s Education?. Journal of the American Academy of Special Education Professionals, 25, 35.

Smith, S. W., & Brownell, M. T. (2017). Individualized education program: Considering the broad context of reform. Focus on Exceptional Children, 28(1), 1-12. DOI: https://doi.org/10.17161/fec.v28i1.6850

Swanson, E., Solis, M., Ciullo, S., & McKenna, J. W. (2012). Special education teachers’ perceptions and instructional practices in response to intervention implementation. Learning Disability Quarterly, 35(2), 115-126. http://doi.org/10.1177/0731948711432510 DOI: https://doi.org/10.1177/0731948711432510

Thomas, S. B., & Dykes, F. (2011). Promoting successful transitions: what can we learn from RTI to enhance outcomes for all students?. Preventing School Failure: Alternative Education for Children and Youth, 55(1), 1-9.http://doi.org/10.1080/10459880903217978 DOI: https://doi.org/10.1080/10459880903217978

Whitworth, M. (2022). Through the Eyes of a Teacher: Reflections on Preparedness to Teach Special Population Students. https://doi.org/10.12794/metadc1985447 DOI: https://doi.org/10.12794/metadc1985447

Wongwatkit, C., Srisawasdi, N., Hwang, G. J., & Panjaburee, P. (2017). Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions. Interactive Learning Environments, 25(7), 889-903. https://doi.org/10.1080/10494820.2016.1224255 DOI: https://doi.org/10.1080/10494820.2016.1224255

Downloads

Views

342

Downloads

217