Â鶹¾«Ñ¡

Doctoral Dissertation Defense
of
Marwh Allhibiy

For the degree of

Doctor of Philosophy
Special Education

Examining the Quality of Individualized Education Plans for Students Who Are Deaf and Hard of Hearing

March 17, 2026
9:30 a.m.
408A Conference Room, White Hall, Â鶹¾«Ñ¡
Microsoft Teams

Examining the Quality of Individualized Education Plans for Students Who Are Deaf and Hard of Hearing

This study examined the quality of individualized education plans (IEPs) developed for Deaf and hard of hearing (D/HH) students. Using a quantitative content analysis design, the study evaluated the substantive quality of present levels of  academic and functional performance (PLAAFP) statements, annual goals, and progress monitoring procedures. The sample included 131 IEPs drawn from an existing dataset representing 12 Michigan school districts between 2020 and 2022. Using a convenience sampling approach, IEPs for D/HH students ages 3–21 served under IDEA Part B (Pre-K through 12th grade) were analyzed. An adapted evaluation instrument was used to assess IEP quality.

Findings revealed several substantive weaknesses that may limit alignment with the free appropriate public education (FAPE) required by the Individuals with Disabilities Education Act. Specifically, relatively few PLAAFP statements 
incorporated recent and objective assessment data to clearly identify student needs. Many annual goals lacked measurability, and progress monitoring procedures were frequently described in broad or generic terms. Because D/HH students remain underrepresented in IEP quality research, this study addresses an important gap in the literature and contributes evidence regarding how well IEPs meet substantive legal requirements and the educational needs of this population.