Abstract
The present study was aimed at providing suggestions as to how specific support should be provided to teachers who have little or no experience in writing individualized education plans. A sixth-grade teacher who had one child with learning disabilities in her class participated in a support program designed especially for such teachers. The teacher support program for writing the plans included presenting instructional guidelines and accommodations for the child, holding monthly meetings, giving guidance on writing the plans, and presenting formats of the plans. After experiencing these supports, conscious and practical improvements were shown by the teacher, such as grasping the factors relating to academic failure, and preparing materials/methods suited to the child. Also, the sections in the plan on “present level of performance,”“objectives” and “materials/methods,” which had initially been disjointed, gradually fused together in the form of a cycle. It seemed that the teacher rated the child's achievement level less negatively, due to changes in the child's objectives and her materials/methods, and gave more consideration to the child's characteristics.
