LEVERAGING PROFESSIONAL LEARNING COMMUNITIES TO SUPPORT THE GENERAL EDUCATOR IN IEP IMPLEMENTATION

Individualized Education Plans are essential for ensuring that students will disabilities are provided with equitable educational opportunities, yet their implementation is often challenging by lack of training, collaboration, and administrative support. This study examines the role of the Professional Learning Communities in overcoming these challenges by fostering a shared sense of responsibility and continuous professional learning. Based on the principles of collaborative professional development this research utilized a needs assessment survey to discover and analyze the needs of general educators, special educators, paraprofessionals, and administrators in an urban middle school setting. The findings indicate that embedding IEP implementation within the PLC structure enhances communication, promotes best practices, and leads to more effective student support. The study contributes to both theory and practice by demonstrating how a shift toward structured, team-based professional learning can lead to sustained improvements in IEP implementation.