Practices of Instructional Leaders Which Support and Monitor Implementation of Individualized Education Plans and Influence Teaching in Inclusive Classroom Settings
This qualitative case study was designed to learn more about how the practices of instructional leaders support and monitor the implementation of Individual Education Plans (I.E.P.s) and influence teaching in inclusive classroom settings. It was designed to explore a sample of general educators’ and administrators’ perceptions about the challenges they face to remain in adherence to obligations bound by duty to deliver I.E.P. services as outlined by the Individuals with Disabilities Education Act (IDEA). The selected participants were twelve middle school general educators and administrators from two school districts in northwest Louisiana chosen through purposive sampling. The primary data collection method was semi-structured interviews. Document analyses of school improvement plans, district contingency plans, professional development opportunities offered to teachers, and the Louisiana Educational Rights of Children with Disabilities manual were used as supportive methods to establish triangulation.