Investigating the Development, Implementation, and Adjustment of Individualized Education Programs for Students with Special Educational Needs

This research explored the development, implementation, and adjustment of IEPs for students with SEN by the Special and General education teachers at Prince George’s County Public Schools, Prince George’s County, Maryland, United States of America (USA) during the school year 2023-2024. This is a phenomenological inquiry into the experiences of 15 purposively selected participants who completed a researcher-designed semi-structured questionnaire containing five open-ended questions. Data gathered were subjected to thematic analysis, interpretation and in-depth discussion. Findings showed participants’ experiences in developing Individualized Educational Plans (IEPs) in collaboration with the parents and other stakeholders were: 1) Collaborative Engagement and Communication Challenges; 2) Value of Multidisciplinary Input; and 3) Need for Relationship Building and Trust. Their experiences in the implementation of IEPs were: 1) Resource Constraints and Adaptability; 2) Positive Impact on Student Learning; and 3) Differentiated Instruction and Flexibility. Their adjustments while implementing the IEPs were: 1) Continuous Monitoring and Adaptive Modifications; 2) Use of Assistive Technology; and 3) Individualized Support and Scaffolding. The participants’ encountered challenges in implementing and adjusting IEPs for students with SEN were: 1) Lack of Resources and Administrative Support; 2) Managing Diverse Student Needs; and 3) Inconsistent Stakeholder Engagement. The interventions that participants formulated to resolve those challenges encountered in implementing and adjusting IEPs were: 1) Enhanced Collaboration and Communication Strategies; 2) Professional Development and Training; and 3) Leveraging Community and Peer Support. It is deduced that schools must prioritize teacher training, resource provision, stakeholder participation, and teamwork