Date of Award
Spring 5-2013
Degree Type
Dissertation-Restricted
Degree Name
Ph.D.
Degree Program
Special Education
Department
Special Education and Habilitative Services
Major Professor
Linda Flynn, Ph. D.
Second Advisor
Louis V. Paradise, Ph. D
Third Advisor
Jan Janz, Ph. D.
Fourth Advisor
Paul Bole, Ph. D.
Abstract
Although standards-based IEP goals have been mandated in many states for almost a decade, their effectiveness is unknown. Standards-based IEP goals were first created to meet the requirements of No Child Left Behind and Individuals with Disabilities Education Improvement Act, which increased accountability for all students as well as those with disabilities, while providing targets for state standardized test scores and ensuring access to, and progress in, the general education curriculum for students with disabilities. Factors, such as teacher training, collaboration, and accountability may influence teachers’ perceptions of aligning IEP goals to grade level expectations. Using a survey, this study examined teachers’ perceptions of the efficacy of standards-based IEP goals. One hundred prekindergarten and kindergarten female teachers responded to the survey. Calculations from a linear regression indicated that a relationship existed between the usage of standards-based goals and curriculum-based measures. Results also indicated that teachers may choose to ignore standards-based IEP goals at times to focus on individual students’ needs. Overall, teachers reported that they wrote or gave input into the development of IEPs. However, not all teachers recognized the benefits of students with disabilities in general education classrooms, despite indicating that accommodations and modifications were generally defined. Future research suggestions include investigating perceptions regarding standards-based IEP goals in terms of type of disability of the student. Additionally, a review of personnel preparation programs could provide additional information about the training that teachers receive regarding standards-based IEP goals.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Smith, Traci Nicole, "Teachers' Perceptions of the Efficacy of Standards-based IEP goals" (2013). University of New Orleans Theses and Dissertations. 1672.
https://scholarworks.uno.edu/td/1672
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.