EMPLOYING INDIVIDUALIZED PLANS AS A TOOL FOR TEACHING STUDENTS WITH LEARNING DIFFICULTIES: A CASE STUDY FROM THE HASHEMITE KINGDOM OF JORDAN

Abstract

The aim of this study is to explore the implementation of Individualized Educational Plans (IEPs) in supporting students with learning disabilities, their effectiveness and impact on the academic performance of the students, challenges of their usage, and providing solutions through the application of best educational practices. The paper starts offby defining IEPs as systematic education plans that are meant to meet the unique needs of students through personalized strategies that cater to their weaknesses and strengths, optimizing their potential for success in learning. Furthermore, the study delineates the variety of learning challenges students experience, such as dyslexia and comprehension, and explains how IEPs offer innovative solutions through individualized instruction for each student. The study presents a range of best practices for IEP effective implementation, including teacher-parent partnership, application of modern technologies, continuous teacher professional growth, and systematic monitoring of student progress. This research involves surveying school principals, teachers, and educational supervisors across multiple directorates to explore how Individualized Education Plans (IEPs) are implemented and how they influence student learning outcomes. A sample of students with learning disabilities was selected, and the findings indicated a remarkable improvement in their comprehension and concentration level. Despite the success in IEP implementation, several challenges were also identified, such as a lack of financial and technological resources, teacher application issues, and parental involvement constraints in some cases. To achieve the objectives of the study, the researcher conducted a structured questionnaire to collect relevant data. The results indicated a significant positive impact of IEPs on the students' academic growth and showed statistically significant differences in the outcomes. The study recommends strengthening coordination between parents and educators, providing teachers with constant professional development, and developing teaching programs and computer software that provide personalized content to students. The study concludes by stating that IEPs are an effective tool for addressing the academic achievement of students with disabilities. It highlights the need for adequate support from school administrators and access to required resources to enable proper implementation of such plans and attainment of their intended goals.