Kurth Jennifer A, Lockman-Turner Elissa, Burke Kathryn, Ruppar Andrea L
Jennifer A. Kurth and Elissa Lockman-Turner, University of Kansas.
Kathryn Burke, Temple University.
Intellect Dev Disabil. 2021 Aug 1;59(4):283-294. doi: 10.1352/1934-9556-59.4.283.
Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s-1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.
个别化教育计划（IEP）目标旨在针对残疾学生的独特需求进行个性化定制，同时反映与该学生年级相匹配的普通教育课程。IEP目标描述了残疾学生学什么、如何学以及在哪里学，并反映了用于提供教学的课程。在本研究中，我们分析了IEP目标如何与针对重度残疾学生的不同课程理念相一致。我们以88份针对幼儿园至12年级有复杂支持需求（即重度残疾）学生的个别化教育计划为样本，发现大多数目标（57%）反映了20世纪70年代至90年代的课程理念（即发展性、功能性和社会融合性），只有26%的IEP目标代表现代课程理念（即与年级相匹配的学术内容）。我们还发现，与小学年龄段的学生相比，中学年龄段的学生制定与年级相匹配的学术目标的可能性较小。我们提出了一些建议，以确保目标的个性化，并反映21世纪所需的技能。
