Instrumentos de recolección de la información

Using the findings from the current study and other research the key recommendations are centred on the professional learning and school support that teachers receive.

6.2.1 Professional learning

Developing teacher knowledge of the IEP process through professional learning could help to support teachers’ to develop an understanding of the value of the IEP process, enhance their competence and self-efficacy through the imparting of knowledge and successful experiences and promote inclusive teaching philosophies. This recommendation is consistent with many other studies that have also identified professional learning as a key factor for improving teachers’ capabilities and confidence to engage in the IEP process (Lee-Tarver, 2006; Lynch & Beare, 1990; Schumm et al., 1994; Simon, 2006).

There is inconsistent initial teacher training and professional learning in New Zealand for teaching students with SEN (Hornby, 2012, 2014). Therefore, Hornby (2014) suggests that there should be mandatory on-going professional learning for teachers in New Zealand on teaching students with disabilities and SEN. Given that the professional learning is purchased at the school level in New Zealand (Morton & Gibson, 2006), it is recommended that school leaders start investigating the type of professional learning they are providing teachers on the IEP process in order to support their motivation to engage in the process. It is important that school leaders are preparing teachers’ to develop effective learning programmes for students with SEN, and thus providing training for teachers to be knowledgeable about the IEP process.

The importance of writing appropriate goals that are relevant and realistic was perceived by teachers in this study as being important for the success of students achieving their IEP goals. Given this finding, the researcher

capabilities to write appropriate goals. This is in line with findings from Pretti- Frontczak and Bricker (2000) who found that when teachers had received training on how to write high quality goals, they developed better IEP goals for students. Receiving professional learning on how to write goals that are effective for students’ learning is therefore an important consideration for school leaders to include in the professional learning offered to teachers within their schools.

6.2.2 School support

This study has shown that there was a relationship between the various ways that schools can support teachers (i.e., release time to participate or prepare IEPs or who have school IEP guidelines) to engage in the IEP process and their motivation. School support is also important for teachers’ feelings of relatedness and feelings of competence (Roth et al., 2007). The ways in which schools support their teachers around the IEP process is therefore important. The researcher recommends that, where possible, teachers are provided with some release time to either prepare or participate in the IEP meetings. This would allow teachers time to meet with other ‘experts’ and to collaborate on how the needs of the student can be met. The additional ‘time’ provided to teachers could also be used to make arrangements for the IEP meeting, which was a key time constraint identified by participants in this study. However, there are financial implications associated with releasing teachers from classrooms, which comes at a cost to schools.

The role of the SENCO in providing support to teachers within a school on how to engage in the IEP process is also important. However, there is no consistency with how this role is utilised by New Zealand schools (Hornby, 2014). Further research into how SENCOs provide support to teachers in schools and around engagement in the IEP process should be examined further.

The challenge of having a large class while still meeting the needs of the students with SEN, was also identified as a barrier to teacher engagement in the

IEP process. One possible solution to this is that, where possible, school leaders create smaller classes for teachers who have students with IEPs. A smaller class would mean that additional teacher time could be provided to the student with SEN to implement the strategies set out in the IEP. It would also allow additional teacher time for the other students in the class and would address the key challenge identified by teachers in this study of time. It is therefore recommended that school leaders be aware of the impacts of larger class sizes when creating classes, and that consideration be given to reduce the number of students in a class where there are students with IEPs where possible.

A teacher’s limited experience with IEPs was related to lower levels of motivation by participants in this study. While this has been presented as a barrier, it is more of a factor that school leaders need to be aware of in order to provide support to these teachers who have not had experiences with IEPs. Given the importance of successful experiences with IEPs for the development of self-efficacy, it is vital that schools have systems in place to guide teachers through the IEP process. Having school IEP guidelines and examples would be one method to help support teachers with limited experience. Regular professional learning in schools would also increase teachers’ exposure to the IEP process. It is therefore recommended that school leaders consider how they are supporting teachers’ who have had limited experience with IEPs and establish systems to ensure positive experiences with the process, which will in turn have an effect on teachers’ motivation.