Analysis of Literacy Content in IEPs of Students With Complex Support Needs

Analysis of Literacy Content in IEPs of Students With Complex Support Needs

The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investi...

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Bibliographic Details
Published in:The Journal of special education Vol. 58; no. 3; pp. 138 - 149
Main Authors: Zagona, Alison L., Lansey, K. R., Kurth, J. A., Loyless, R., Stevens, Elizabeth A.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-11-2024
SAGE PUBLICATIONS, INC
Subjects:
Academic achievement
Curricula
Educational objectives
Educational programs
Functional performance
General education
Individualized education programs
Literacy skills
Special education
Students
Students with disabilities
literacy
reading
educational placement
IEPs
writing
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Summary:The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.
ISSN:0022-4669
1538-4764
DOI:10.1177/00224669241228871