Individual Education Plan (IEP) Use by General Classroom Teachers

Abstract

This project investigates how three general classroom teachers make use of their students’ IEPs in order to respond to their special learning needs. Qualitative methods of data gathering were employed in the form of participant interviews. Participants were interviewed once for 45 minutes each. They were asked questions regarding the usefulness of the IEPs, benefits and challenges of implementing students’ IEPs, and their instructional flexibility. The findings which emerged from the data are presented through predominant themes. These themes were IEPs and Differentiation, Benefits of Implementing the IEPs, Challenges of Implementing the IEPs, Instructional Flexibility, and IEPs and Inclusive Education. A discussion of the findings situated in the literature is presented. These teacher participants provide in-depth insights regarding the use of the IEPs and their inclusive practices in general classrooms. Their stories confirm that teaching is complicated and multi-faceted. Educators should remain flexible, reflective and reflexive in their teaching practice.