Use of IEP generators by rural special educators

Abstract

Twelve special education teachers working in rural schools were trained to use IEP generators and allowed to use those generators for 18 months. Teachers were asked their perceptions regarding the software over time. Results indicated that teachers were initially quite positive about IEP generators, but that their perceptions deteriorated as they had more experience with the software. Teachers cited problems such as hardware malfunctions and time constraints as major concerns related to IEP generators.