Practicing Teachers’ Use of Online Tools for IEP Goal Writing and Instructional Support

Michael Dunn; Mary Rice

doi:10.64546/jaasep.499

Practicing Teachers’ Use of Online Tools for IEP Goal Writing and Instructional Support

Michael Dunn, Ph.D. (Author) Washington State University Vancouver Author Biography
Dr. Michael Dunn is an associate professor of special education and literacy at Washingto n State University Vancouver ad teaches undergraduate and graduate courses applicable to K-12 educators. His areas of research interest include skills/strategies for struggling readers and writers, and multi-tiered systems of support. Dr. Dunn's research accomplishments include 38 journal articles, one edited book, nine book chapters, 56 conference presentations, and six funded external grants. He taught in Toronto (Ontario) area elementary/middle schools for 11 years. His student caseload included learning disabilities (reading, writing, and/or math) as well as other disability types. Dr. Michael Dunn's recent awards include: the Organization of Teache r Educators in Reading (OTER, a group within the International Literacy Association) chose his 2011 published manuscript in their Journal of Reading Education as the 2011-2012 Outstanding Article Award; and in 2012, the College of Education awarded Dr. Michael Dunn the Judy Nichols Mitchell Research Fellow Award, which provided $10,000 for his research in each academic year across 2012-2015.
Mary Rice, Ph.D. (Author) University of New Mexico Author Biography
Mary F. Rice is an Assistant Professor of Literacy at the University of New Mexico. She earned her PhD in Curriculum and Teaching from the University of Kansas. At KU, Mary was a graduate research assistant at the Center on Online Learning and Students with Disabilities. Prior to earning her doctorate, Mary taught English as a Second language and reading support classes in public schools. Her research and teaching focus on digital access and curriculum accessibility in educational settings.

DOI

https://doi.org/10.64546/jaasep.499

Abstract

This study investigated special educators’ perspectives about an online toolkit that offers teachers example goals and objectives statements to use in service plans for students with special educational needs as well as teaching strategies and assessments. Special education teachers in a large school district in a Pacific Northwestern state answered a short survey (n=19). Some respondents also participated in group interviews (n=6). The research questions were: what are special education personnel’s perspectives about the online toolkit materials for writing goals and objectives for children with special educational needs; and, what do special education personnel perceive to be online toolkit’s limitations as well as weaknesses? Results indicated that the participants preferred to use the online toolkit for identifying initial ideas for goals and objectives statements in the disability service plans. However, the teachers desired more professional learning and collegial dialogue to learn about instruction, strategies, and assessment tools. The authors also discuss implications and suggested next steps for online tools in professional learning for teachers.

Keywords

Educational Resources, Educational Technology, Elementary Secondary Education, Individualized Education Programs, Internet, Professional Development

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How to Cite

Dunn, M., & Rice, M. (2022). Practicing Teachers’ Use of Online Tools for IEP Goal Writing and Instructional Support. Journal of the American Academy of Special Education Professionals, 17(3), 49-65. https://doi.org/10.64546/jaasep.499