Parent and Teacher Perceptions of the Importance and Effectiveness of an Individual Education Program
Date of Award
Specialist in Education (Ed.S.)
Dr. Sandra Squires
Dr. Thomas Petrie
Dr. Darrell Kellams
In 1975, Congress passed the Education of All Handicapped Children Act (P.L. 94-142) which had profound effects on the provision of special education services to handicapped children. The law mandated that every student identified as handicapped be provided with an individual education program (IEP). The IEP was to be developed in a meeting attended by a representative of the local educational agency, the child's teacher(s), parents of the child, and, when appropriate, the child. The individualized education program plan is to contain statements of the child's current level of performance, annual goals and short-term objectives, the specific special education services to be provided to the child, the extent to which the child will be able to participate in regular education programs, the expected dates of initiation of services and projected duration of services, and the objective criteria by which progress toward the short-term objective will be measured, as well as a schedule for reviewing (at least on an annual basis) the IEP. In addition, procedural safeguards were described for ensuring that parents of handicapped students had sufficient opportunity to participate in decision making, obtain information relevant to the IEP and appeal decisions they believed were inappropriate.
Morinelli, Thomas, "Parent and Teacher Perceptions of the Importance and Effectiveness of an Individual Education Program" (1987). Student Work. 2324.
Presented to the Graduate Faculty University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Specialist in Education University of Nebraska at Omaha. Copyright Thomas Morinelli July, 1987