Early Childhood Educators’ Views on Implementing Individualized Education Plans for Neurodevelopmental Disorders

Abstract

Purpose: This study aims to explore the perspectives of early childhood educators on the development and implementation of IEPs, identifying challenges, evaluating effectiveness, and suggesting improvements.

Methodology: This qualitative study utilized semi-structured interviews to gather data from 25 early childhood educators who have experience in developing and implementing IEPs for children with neurodevelopmental disorders. The interviews focused on the educators' experiences, perceived challenges, effectiveness of IEPs, and suggestions for improvement. Data were analyzed using NVivo software, following a thematic analysis approach to identify key themes and subthemes.

Findings: The analysis revealed several key challenges, including the administrative burden of extensive paperwork, inadequate training and professional development opportunities, and difficulties in collaboration with specialists. Inconsistent parental involvement and classroom management complexities were also significant obstacles. Despite these challenges, educators recognized the effectiveness of IEPs in providing personalized learning experiences, setting and achieving realistic goals, and adapting to the evolving needs of students. Suggestions for improvement included enhanced training programs, better collaboration mechanisms, increased parental engagement, adequate resource allocation, and the integration of technology and holistic support systems.

Conclusion: The findings highlight the complexities and potential benefits of implementing IEPs for children with neurodevelopmental disorders. Addressing the identified challenges through targeted improvements can enhance the overall effectiveness of IEPs and contribute to more inclusive and supportive early childhood education environments.