| Summary: | 碩士 === 中原大學 === 教育研究所 === 94 === Abstract
The present study was to understand the difficulties the regular educators had in writing individualized education program (IEP). By using fifty-nine copies of the 2005 IEP Implementation Checklist for Taoyuan County and conducting interviews with eight regular educators, the researcher comprehend the IEP writing processes, the problems encountered, and support services needed. In order to overcome the difficulties, the researcher, as a special educator, provided strategies to help regular educators to accomplish the IEPs.
The major findings were as followed：
1. In terms of overall content, 54.1% of IEPs (i.e. of fifty-nine schools) were complete. Of all IEPs, the item of “ An IEP for every student” was rated the highest (69.5%), then “Family background” (67.8%), and “Completing the IEP within a Month” (64.4%). In terms of appropriateness, the item “Basic information of the student” was rated the highest (89.8%), followed by the items of “An IEP for every student” (86.4%), “Family background, and condition of family members” (84.7%), and “inviting students’ parents to IEP meetings” (74.6%).
2. The difficulties regular educators had in writing IEP included: (1) a lack of concept of IEP; (2) the format of IEP; (3) no support or help in solving problems from professionals; (4) not enough time to accomplish IEP; (5) parents’ participation.
3. The support services regular educators needed in writing IEP included: (1) special guidance from professionals; (2) providing samples of IEP; and (3) building support network.
4. Strategies used to help regular educators to overcome the difficulties in writing IEP, were modified during the application. The effects of the strategies included: (1) the problems solved in writing IEP; (2) the completeness and appropriateness of the IEP were raised; (3) educators’ knowledge of IEP had been improved; and (4) educators had more confidence in regarding of teaching students with special needs after all.
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