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Grimone-Hopkins Dissertation.pdf (847.04 KB)

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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

Grimone-Hopkins, Jessica Ann
http://orcid.org/0000-0002-1338-2787
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1607008427568997

Abstract Details

2020, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Special Education.
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 teachers’ 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.
Laurie Dinnebeil (Committee Chair)
Fox Christine (Committee Member)
Katherine Delaney (Committee Member)
Jackson Sarah (Committee Member)
147 p.
Education; Special Education
general education preschool teacher; itinerant teacher; community-based preschool; special education; early childhood education, young children with disabilities

Recommended Citations

Citations

  • Grimone-Hopkins, J. A. (2020). General Education Preschool Teachers’ Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1607008427568997

    APA Style (7th edition)

  • Grimone-Hopkins, Jessica. General Education Preschool Teachers’ Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities. 2020. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1607008427568997.

    MLA Style (8th edition)

  • Grimone-Hopkins, Jessica. "General Education Preschool Teachers’ Perceptions of Their Involvement and Responsibilities in the Individualized Education Program (IEP) Process for Students with Disabilities." Doctoral dissertation, University of Toledo, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1607008427568997

    Chicago Manual of Style (17th edition)

toledo1607008427568997
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This open access ETD is published by University of Toledo and OhioLINK.