Addressing the Functional Issues of Computerized IEP - Using DALE CIEP as an Example

• Main Author: 湯長裕
• Other Authors: 詹森仁
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/80646866108992347673

碩士 === 明新科技大學 === 資訊管理研究所 === 94 === Individualized Educational Program (IEP) is one of the most essential factors to the success of individualized instruction of students receiving special education. Grade For the past two years, we have spent a lot of efforts in developing new version of our DALE Computerized IEP (DALE CIEP) system, which incorporates the new 1-9 curriculum and educational goals that are suitable for all kinds of disabilities. Furthermore, DALE CIEP now supports pre-school and senior high school goals for the first time. Researches have shown that computerized IEP systems indeed perform well in saving special education teachers’ time and producing legally correct documents. However, there is less concern regarding to issues that whether the CIEP can generate educationally appropriate individualized programs as those hand-written ones. As a result, in the new DALE CIEP version, we also put special emphasis on the functional aspects of CIEP. We address the functional issues of CIEP with the following criteria: (a) how CIEP documents or describes present levels of educational performance, (b) how it allows users to revise or supplement goals and objectives, (c) how it assists or influences the assessment of short-term and long-term progress (i.e., link objective and relevant performance criteria to objectives and benchmarks and offer a reporting system for parents), (d) how IEP goals and objectives and performance criteria relate to national standards and the general curriculum, and (e) how CIEP facilitates family and student participation.