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General Education Preschool Teachers' Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	General Education Preschool Teachers' Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities./
Author:	Grimone-Hopkins, Jessica.
Description:	1 online resource (148 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798209890874

General Education Preschool Teachers' Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities.
Grimone-Hopkins, Jessica.

General Education Preschool Teachers' Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities. - 1 online resource (148 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ph.D.)--The University of Toledo, 2020.

Includes bibliographical references

As early childhood inclusion continues to grow, it is important to examine the quality of services that are provided for young children with disabilities. We need to especially investigate how early childhood general education teachers are involved in the special education process for their students in inclusive settings. This study describes the results of a statewide survey that explored general education preschool teacher' level of involvement in the steps of the Individualized Education Program (IEP) process. The study results indicate that although general education preschool teachers (N=125) report that they involved in the IEP process most of the time and feel responsible for the steps in the IEP, several factors still exist which hinder preschool teachers' involvement in the IEP process. Most preschool teachers stated lack of time to collaborate with itinerant teachers, too many teaching responsibilities, and a lack of flexibility in scheduling IEP meetings as barriers to their participation in the IEP process. The implications that are considered for this study concern policy, practice, and future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798209890874Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Gneral education preschool teacherIndex Terms--Genre/Form:

554714
Electronic books.

General Education Preschool Teachers' Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities.
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