Implementation Of Individual Education Plan for Sped Learners in The Division of Pangasinan II

AUTHOR(S)

Rachel R. Ramos

ABSTRACT

According to “Teaching Special-Requirements Students in the Regular Classroom— One Perspective,” an Individual Education Plan (IEP) is essential for meeting the specific needs of children with special educational needs and enhancing their academic performance. An IEP can be a powerful tool to help unique kids advance and succeed in school. The IEP has going for one as the core of delivering accessible and appropriate public education. IEP is more than just a written legal document or “plan.” It acts as a strategic plan outlining the curriculum, supports, and services students in the unique education program need (The Understood Team, 2020). They also give background on why choosing an educational strategy and method to raise SPED students’ performance is essential. This study will explicitly cover the accomplishments of an Individual Education Plan. It will examine how this Case Analysis was employed and how effective it was at helping implement Individual Education Plans. Contrarily, Lagundini (2005) discovered that pupils typically learn more effectively when they take the initiative. She asserted that when their motivation grows and can be enhanced, so their performance and accomplishments. The study focused on the issue of providing special education to students with known disabilities, wherein personalized training will fit each student’s individual learning needs and allow them to reach their full potential. Concerning the proposed study, the researcher will investigate how an IEP for the SPED program, which falls under the umbrella of inclusive education, is implemented. Thus, this study attempted to determine the extent of implementation of individual education plans among the SPED schools in the Division of Pangasinan II. Accordingly, the study will check that: 1. There is no significant difference between the level of IEP across the qualifications of teachers and SPED Program.
The relationship between the level of IEP and the qualifications of SPED Program is the same. A descriptive study methodology was used. Comparing and contrasting existing variables to find significant differences and relationships is a crucial component of the research methodology. This study utilized the survey questionnaires to collect data from the 11 SPED Centers in the Division of Pangasinan II. In conclusion, to better serve kids with the three most prevalent disabilities— intellectual disability, hearing impairment, and visual impairment—the SPED Centers in Pangasinan II Division will hire more teachers. This results from the teachers’ handling of the SPED programs’ level of learning competency attainment.