Musyoka And Clark Summary

Musyoka and Clark explore the relevance of Individualized Education Program (IEP) goals in correlation to student with disabilities, especially children who are deaf, success in school in the Teachers’ Perceptions of Individualized Education Program (IEP) Goals and Related Services article. In their research, Musyoka and Clark looked at common IEP goals in early education programs and teacher’s views on these goals. This qualitative article analysis the data of 118 deaf children ages three to five in twenty-five states special education programs. This three-year study focused on the type of invention the deaf child is receiving and the impact of teachers on the child. In conclusion, the authors discussed the methods and goals that best support deaf learners, also where school systems need to improve to better support deaf students.

Analysis

The data from the study stated that many deaf students receive early invention, entering traditional schools already with an Individualized Education Program. Goals on the IEPs help deaf young students are provided with an extensive range of services. These services often help both verbal and sign communication. Musyoka and Clark

“In fact, the results reiterated previous findings that most deaf children arrive in preschool classrooms with limited language skill (Musyoka & Clark, 2017). This lack of language skills can impact a child’s development. Language development is the most essential skill for deaf students. Teachers need to be aware of the delay of language in deaf children. “Also, not only the classroom teachers but also other teachers (such as music, art and PE), parents and paraprofessional should be aware of the language and communication needs of the deaf child and work together to support the child to achieve language and communication objectives successfully (Musyoka & Clark, 2017).” IEP goals can ensure that deaf students receive language