PARTICIPATION OF STUDENTS WITH DISABILITIES IN THE DEVELOPMENT OF INIDIVIDUAL EDUCATION PLAN

Elvira Rajšli - Tokoš

doi:10.51738/Kpolisa2023.20.2r.39rt

Authors

Elvira Rajšli - Tokoš School for Primary and Secondary Education “Bratstvo”, Bečej, Serbia https://orcid.org/0009-0002-2704-0187

DOI:

https://doi.org/10.51738/Kpolisa2023.20.2r.39rt

Keywords:

Individual educational plan, high school, teacher, special education teacher, student participation

Abstract

The usefulness of individual education plans (IEP) is undeniable for students, parents and teachers/special education teachers. In addition to development (team cooperation), and implementation, the participation of students with disabilities and developmental disorders is essential. According to modern literature, only the participation of students and self-directed IEP meetings provide various benefits (development of self-evaluation skills, self-advocacy, and probability of motivation to achieve the goals planned in the IEP, etc.). The aim of the paper is to examine teachers and special education teachers about the participation and role of students in the first meeting of the IEP team. Additionally, to determine the differences in relation to the experience of working with students with developmental disorders and the educational profile of experts. This research included 131 respondents (94 teachers and 37 special education teachers) from various regular and special secondary schools. The research was conducted online through “Google Forms”, the data was collected through the questionnaire IEP Implementation Rating Scale – IEP IRS without the influence of the examiner. Based on the results, we concluded that students are often absent from the first IEP meeting, while teachers/special education teachers and parents are present. In this research, experience in working with students with developmental disorders was not significantly associated with student participation. However, differences in the educational profile are noted, special education teachers have a leading role and the participation of students with disabilities and disorders in development is modest.

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Author Biography

Elvira Rajšli - Tokoš, School for Primary and Secondary Education “Bratstvo”, Bečej, Serbia

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