Date of Award
8-2026
Degree Type
Thesis
Degree Name
Education Specialist
Department
Education, Leadership and Public Service
Program
Administration and Supervision (Ed.S.)
First Advisor/Chairperson
Dr. Abby Cameron-Standerford
Abstract
The Individualized Education Program (IEP) is a legal requirement and instructional framework to support students with disabilities. However, inconsistency among IEP classroom implementation is a challenge. The purpose of this study was to explore the implementation of IEPs for students with disabilities as reported by general and special educators in suburban settings, in addition to examining educators’ perceptions of their preparedness and comprehension of IEP-related responsibilities.
The qualitative research design incorporated a survey and follow-up interview response analysis of educators who worked in suburban schools. The responses were analyzed using a thematic analysis approach that consisted of open coding and the identification of emergent themes.
The results identified numerous themes, including insufficient clarity around how IEP components fit into the overall picture; confusion over the different roles of staff when it comes to implementation; reliance on informal collaboration instead of formal collaboration opportunities; and systemic barriers such as lack of time, staffing shortages, and limited resources. Additionally, teachers indicated that they were only partially implementing IEP components based on what they believed could be accomplished due to ongoing challenges regarding curriculum alignment with student needs.
Data from this study demonstrate that there is an ongoing gap between policy expectations and actual classroom practice related to the least restrictive environment (LRE), which is affected by both individual teacher-level knowledge and various systemic considerations. The findings suggest improved professional development (PD), clearer expectations regarding role responsibilities, and better-developed collaboration structures would help increase the likelihood of successful IEP implementation.
Recommended Citation
Patchel, Siranda J., "Making Sense of the IEP: Teacher Perspectives in Implementation in Suburban Schools" (2026). All NMU Master's Theses. 938.
https://commons.nmu.edu/theses/938
Access Type
Open Access
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