Parent Perceptions of Interactions with Professionals that Improve Individualized Education Program Development
Kristopher Hawk Yeager, Ph.D.
University of Texas at El Paso
Malarie E. Deardorff, Ph.D.
University of Oklahoma
Belkis Choiseul-Praslin
University of the Pacific
Wendy R. Mitchell, M.Ed.
Courtney Tennell, M.Ed.
Brooki Beasley, M.Ed.
University of Oklahoma
Abstract
Educational professionals (e.g., special educators, general educators, administrators, related service providers) play an important role in promoting engagement with parents during the development of individualized education programs (IEPs). For this study, we conducted semi-structured interviews to evaluate parents’ (n = 16) perceptions of interactions with professionals that improve IEP development. Through a qualitative analysis, we identified the following themes: (a) proactive and transparent communication during planning, (b) welcoming and understandable meetings, (c) compliant and data-driven documentation, (d) effective and individualized services, and (e) development of trust and shared power throughout process. Our findings offer practical suggestions for enhancing parent-professional partnerships and increasing collaboration to improve services for students with disabilities.
Keywords: family/parent involvement, individualized education program, educational decision-making
Read or Download
To Read this Article - or Download this Article (login required)
To Download the Entire WINTER 2024 Issue of JAASEP - (login required)
NASET Members - Login to Access These Files.
Not a Member?
If you are a member of NASET, please login to freely access this and all archived articles of JAASEP
If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $6.95 (use the "Buy now" button below):
OR Buy the entire issue of JAASEP WINTER 2024 for $29.95. Use the BUY NOW button below:
OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET