An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs

Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in t...

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Bibliographic Details
Published in:Research and practice for persons with severe disabilities 2022-12, Vol.47 (4), p.244-260
Main Authors: Kurth, Jennifer A., Lockman Turner, Elissa, Gerasimova, Daria, Hicks, Tyler A., Zagona, Alison, Lansey, Kirsten, Mansouri, Mary Curran, Lyon, Kristin J., Jameson, Matt, Loyless, Roxanne, Pace, Jesse R.
Format: Article
Language:English
Subjects:
Academic Achievement
Educational Indicators
Educational Quality
Elementary School Students
Individualized Education Programs
Predictor Variables
Rating Scales
Raw Scores
Special Education
Special Needs Students
Student Placement
Supplementary Education
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Summary:Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous research has found that IEPs do not reflect recommended practices and that IEP quality varies by educational placement in inclusive and separate class settings. The purpose of this study was to evaluate a national sample of IEPs of elementary-aged students with complex support needs to determine whether placement predicts IEP quality. We used multilevel regression to measure the extent to which placement predicts overall IEP quality as well as the quality of IEP components, including PLAAFP, goals, and SAS. We did not detect statistically significant differences in IEP quality by placement for any of these IEP components or for overall quality; instead, we found the IEPs consistently failed to meet quality indicators across all four placement types. Given these findings, we suggest implications for future research aimed at improving IEP quality for students with complex support needs.
ISSN:1540-7969
2169-2408
DOI:10.1177/15407969221134923