Understanding the complexities of the IEP goal writing process: a case study of special education teachers.

• Online Access: http://hdl.handle.net/2047/D20398306

This study examined and described how special education teachers develop IEP goals for students receiving special education services at one public high school. Data was gathered through observation and semi-structured interviews. Observation notes and transcripts were analyzed using categorical aggregation and direct interpretation. A case study design was used to identify the complexities related to the decision making processes in the development of IEP goals. Four themes emerged including: relationships, collaboration, evidence and balance. The findings from this study lead to recommendations for special education teachers who are currently teaching and for future research. This study provided evidence of the many roles and responsibilities that special education teachers hold. Recommendations for current teachers to help increase robust IEP goals and better outcomes for students include: purposeful pairing of case managers with case students and increased communication with general education colleagues. Future research is recommended to further investigate how to improve special education teacher relationships with their case student as well as with other teachers, and suggestions for how special education teachers can appropriately balance the needs within their classrooms and the needs of their case students.