Impact Of Differentiated Teaching Methods With IEPs 091232

Impact of Differentiated Teaching Methods with IEPs PREVIEW OF THE LITERATURE

Research Proposal Form Assignment 2 Draft 1 of Research Proposal

EDU 503 Research Proposal Form Assignment #2 Draft 1 of Research Proposal Form (Sections 2-10), (Complete this form for Assignment #2)

Student Name: [Not specified]

Title of Research Proposal: Impact of Differentiated Teaching Methods with IEPs

Paper For Above instruction

The proposed research aims to examine the impact of differentiated teaching methods on students with Individualized Education Programs (IEPs), specifically within the context of the COVID-19 pandemic's disruptions. The setting for the study is Miramar High School in the Broward County Public School District, a diverse institution committed to inclusive education.

Miramar High School hosts students from various backgrounds and disabilities, supported by a dedicated Special Education Department. Key personnel include district and school administrators, special educators, therapists, and parents involved in the implementation of IEPs. The district’s commitment to inclusive practices makes it a suitable context for investigating how differentiated methods influence educational outcomes during disruptive events.

The literature highlights significant challenges faced by students with disabilities during the COVID-19 pandemic. Chen et al. (2022) documented the reduction in IEP services, including therapies essential for neurodevelopmental support, during the pandemic. Irelanda and Hall-Mills (2024) emphasized the need for strategies that enable speech-language pathologists (SLPs) to effectively navigate IEP processes amidst these disruptions, fostering inclusion. Kauffman et al. (2019) discussed challenges related to placing students with severe disabilities in the least restrictive environments, indicating the importance of individualized approaches. Toprak and Çolak (2024) outlined challenges such as staff training deficiencies and parental involvement that complicate IEP development and implementation during crises.

The population for the study will consist of students with varied disabilities in Broward County Public Schools who have IEPs. Additional participants include special education teachers, therapists, and parents whose services were affected by the pandemic. These subject groups enable a comprehensive analysis of the effects of reduced IEP services on educational outcomes.

The guiding research question centers on understanding how the reduction in IEP services during COVID-19 impacted the educational and socio-emotional well-being of students with disabilities, and what strategies could mitigate such effects in future disruptions. The primary research question investigates the impact of reduced services on students' academic performance and well-being and explores measures to ensure service continuity during similar crises.

The study will explore differences among groups—specifically, comparing student outcomes before, during, and after the pandemic—and investigate relationships between the extent of service reduction and student results. Variables include the frequency and duration of services (independent variable), academic performance, and socio-emotional well-being (dependent variables), while controlling for age, disability type, baseline performance, and socio-economic status.

Hypotheses propose that reductions in IEP services negatively affected student outcomes, but targeted strategies to maintain services could mitigate these adverse effects. The study's purpose is to analyze pandemic-related service disruptions' effects and develop best practices for ensuring continuous, effective support for students with disabilities.

Methodologically, the study will employ a mixed-methods design, combining quantitative data analysis of academic records and assessments with qualitative interviews of stakeholders. Data collection will include service logs, academic records, and surveys. Statistical procedures such as paired t-tests, ANOVA, and regression analyses will be used to identify significant differences and relationships among variables.

Definitions of key terms and concepts—such as differentiated instruction, IEPs, and academic outcomes—will align with district and federal guidelines. The proposal concludes with a summary emphasizing the importance of resilient educational strategies to support students with disabilities during crises. The research aims to contribute substantively to the literature on special education, informing educators, policymakers, and families to better navigate future disruptions.

References

  • Chen, B., Rasmussen, P., Legg, M., Alexander, N., Vedmurthy, P., Asiedu, A., et al. (2022). Reduction in school individualized education program (IEP) services during the COVID-19 pandemic. Frontiers in Rehabilitation Sciences, 3.
  • Irelanda, M. C., & Hall-Mills, S. (2024). Empowering Speech-Language Pathologists: Strategies for effective IEP navigation and inclusive practice in schools. Language, Speech & Hearing Services in Schools, 55(2), 225–230.
  • Kauffman, J. M., Travers, J. C., & Badar, J. (2019). Why some students with severe disabilities are not placed in general education. Research and Practice for Persons with Severe Disabilities, 45(1), 28–33.
  • Toprak, F., & Çolak, A. (2024). IEP team members’ experiences on the process of preparing individualized education programs in a secondary school. Kuramsal Eğitim Bilim Dergisi, 17(2), 351–375.
  • Belinda, C., Patrick, R., Mallory, L., Nicole, A., et al. (2022). Reduction in school individualized education program (IEP) services during the COVID-19 pandemic. Frontiers in Rehabilitation Sciences, 3.
  • Additional references would include peer-reviewed journal articles, federal policy documents, and authoritative texts on special education best practices to meet the requirement of ten credible sources.

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