Individualized education programs (IEPS) as lived experiences

Abstract

Policy analysis of individualized education program (IEP) regulations and their application was done by describing and interpreting IEPs as lived experiences of disabled people. An interpretivist paradigm was employed with research techniques informed by psychoanalytic theory. Five participants used their childhood life stories to critique the IEP policies and practices. The participants performed the roles of co-researchers as well. Through a focused synthesis of their analyses, the identified strengths and weaknesses of the IEP policies and practices were discussed in terms of the appropriateness of education received, the school environment, the cost of education and the empowering of disabled children. Recommendations were made for policymaking, service provision and further research.