Teaching IEP development to preservice teachers using real-world scenarios and Kentucky resources

When considering all of the content and pedagogy required for preservice teachers to master before they begin teaching students with disabilities, candidates at public, regional university report that one of the most complex components is understanding Individualized Education Programs (IEPs) and how to write them. In this article, we will provide a program description of the structure, components, and outcomes of a model preservice personnel preparation program designed to address the pedagogical needs of university teacher education candidates in this rural state university. We will describe the plan and initial results from a small pilot study in which faculty in the learning and behavior disorders program at a regional state university in Kentucky modified the instructional materials and plan to provide candidates with more opportunities to engage with the IEP, focusing heavily on using state-developed resources designed for practicing teachers. These changes addressed both content acquisition and real-world practice opportunities, as well as working with candidates to reflect on their perceptions of their ability to write effective IEPs. Preservice teachers reported increased confidence in writing IEPs after completing both content-driven modules and practice opportunities, compared to content instruction alone.