Exploring the Individual Education Plan Literacy of Elementary School Teachers in Rural Schools

Students with disabilities face challenges navigating the educational system in the United States.
In rural school settings their obstacles are compounded. In the 21st century,
most students with disabilities are educated for most of their school day in the general classroom
setting. Guiding the support for their learning growth and success in the general education
learning environment is their Individual Education Plan (IEP).
Despite inclusion and an IEP, the graduation rate for students with disabilities is lower than all
other demographics.
To understand the perceptions and experiences of rural elementary general
education teachers this qualitative study is set in two rural districts in North Carolina. The
researcher gained insight into the experiences of 6 experienced elementary teachers. Findings
showed that while there is a basic knowledge of the IEP process, it is gained through participation in
IEP meetings and collaboration with the school EC teacher. Teachers are left with feelings of
inadequacy and frustration due to the high needs of students and the limited access to resources
to support them. Collaboration between the general education teacher and the EC teacher is
essential in rural schools where professional development opportunities for general education
teachers on the topic of special education are limited.