• #Curriculum
• #Pedagogy

This study explored the experiences of special education teachers utilizing achievement standards-based curriculum in developing and implementing Individualized Education Programs (IEPs) for students with multiple disabilities. The findings revealed that special education teachers experienced internal conflicts and conflicts with school administrators during the IEP development process, demonstrated low self-efficacy, and identified weaknesses in the IEP implementation system. These results suggest the need for comprehensive support and improvement for aligning IEPs and curriculum for these students.