Enseñanza de las lenguas desde la perspectiva intercultural

success of the IEP goals?

The relationship between teachers’ motivation and teachers’ perceptions of the success of IEP goals was examined in both phases of the research. The findings suggest that for the teachers in this study, their self-efficacy and the value that they place in the IEP process were important factors in their perceptions that the IEP goals could be achieved. Some challenges to achieving the IEP goals, which impacted on teachers’ perceptions that the IEP goals could be achieved were also identified.

5.3.1 Self-efficacy

Phase one results found that teachers who reported higher levels of self-efficacy to support students to achieve their IEP goals, also reported higher levels of motivation. Participants in phase two emphasised the importance of writing goals that were appropriate and realistic in the IEPs. Findings from both phases indicated that teachers in this study perceived that the success of IEP goals was reliant on them being realistic and manageable for teachers to implement when they were set at the IEP meeting. The effect of a teacher’s perception that students can attain goals and make progress towards them raises teachers’ efficacy (Schunk et al., 2014). This is in line with findings from Bricker et al., (1998) which identified that when IEP goals and objectives were functional, understandable, measureable and relevant, they were likely to allow for better implementation of individualised content and student outcomes. The importance of writing and setting appropriate, relevant and realistic goals is therefore an important factor in teachers’ motivation and their perception of students’ success in achieving IEP goals.

5.3.2 Value of the IEP goals

Participants in phase one identified that the main purpose of IEPs was to set goals and establish next steps for students. Respondents also indicated that one of the most useful aspects of the IEP process from their perspective was setting and reviewing student goals. This is important when examining teachers’ perceptions of the success of the IEP goals and is explained by self- determination theory. The extrinsic motivation sub-type of identified regulation emphases the importance of individuals valuing tasks for supporting their motivation (Roth et al., 2007). This theory supports that it is important for teachers to see the value in the goals that are being set for students with SEN in the IEP process, if they are to be more highly motivated. These findings suggest that if teachers are going to be motivated towards implementing IEP goals, they need to believe that the goal has merit and is worthwhile. This is consistent with research on the value of the IEP goals, which suggests that IEP goals need to be meaningful for teachers to implement because better IEP goals results in more effective programmes for students with SEN, and thus results in better student outcomes (Pretti-Frontczak & Bricker, 2000).

Teachers’ self-efficacy and their views of the value of the IEP goals are therefore important for teachers’ perceptions of students being successful in achieving their IEP goals. However, this study also identified some challenges to teachers perceiving IEP goals could be implemented and achieved by students.

5.3.3 Challenges to achieving IEP goals

The results from phase two suggest that many of these challenges teachers perceived as having an impact on students achieving their IEP goals arose when the goals were being set. These challenges can be classified into two sub- categories and are discussed below.

Inappropriate goals being set

Inappropriate goals being set at IEP meetings was identified in both phases of the research as a challenge to participants’ perceptions that the goals could be achieved. Participants in phase one indicated that they try to use the SMART framework (specific, measurable, achievable, realistic and timely) to set realistic goals, but that breaking down larger goals into smaller more manageable goals can be difficult. Interview participants stated that the challenge of inappropriate goals being set typically arose when the goals were not relevant for the student or when the expectations for students to achieve the goals were too high.

Results from both phases of the research also suggested that participants perceived that the goals set in the IEPs could sometimes be inappropriate or irrelevant because not all team members agreed with or understood the goal being set. A possible reason for this is the different perspectives of what is considered to be achievable or relevant by teachers and other IEP team members. This is more likely to occur when collaboration amongst team members is not harmonious (Pretti-Frontczak & Bricker, 2000). This presents a perceived barrier to the IEP goals being implemented by teachers and thus achieved by students. This finding is supported by the research of Pretti- Frontczak and Bricker (2000) who found that the lack of knowledge of the different goals that various team members have can lead to confusion.

Unanticipated factors

The second sub-theme identified in phase two was the unanticipated factors that can have an impact on students achieving their IEP goals. Examples include: children being sick and therefore absent from school for long periods of time; and changes in students abilities, that is students may learn faster or slower than anticipated by the IEP team and as a result this changes the learning programme established for the student. The implications of these unanticipated factors can mean that the goals set in the IEP can quickly become out dated and therefore

irrelevant. This was evident in all four interviews and was accepted as part of teaching from their perspectives.