Present Levels of Academic Achievement and Functional Performance: Unravelling the Narratives

In this qualitative study, we analyzed the language used by professionals within iep documents for students with disabilities. Viewing the iep as a narrative, and using positioning theory as guiding framework, statements of present levels of academic and functional performance in iep s for 88 students in grades K-12 in the United States were analyzed. Findings revealed that students were negatively positioned through the skills that were reported, the data that were reported, and problems located in the student rather in the environment. Implications for policy, practice, and research are provided.