Parental voices on Individualized Education Programs: ‘Oh, IEP meeting tomorrow? Rum tonight!’

Virginia Zeitlin · Svjetlana Curcic

128 citations0/0 files storedDisability & Society

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Parental Involvement in Education Family and Disability Support Research Collaborative Teaching and Inclusion

Abstract

The Individualized Education Program (IEP) was developed as a part of US Public Law 94-142 related to educating students with disabilities. The aim of the IEP process was to ensure that educators and parents are involved in collaboratively creating a formalized plan for instruction that will address unique students’ needs. However, the IEP process has created unintended consequences such as depersonalized meetings, and a focus on paperwork and compliance rather than collaboration with parents. The parents interviewed in this study offered a number of recommendations on how to make both the process and the product of IEP meetings more meaningful.

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References

1998Basics of qualitative research : techniques and procedures for developing grounded theory 2006Interviewing as qualitative research a guide for researchers in education and the social sciences 2009Handbook of Social Justice in Education 2005Disability Studies Quarterly 1995Disability and democracy : reconstructing (special) education for postmodernity 2008Collaboration with Culturally and Linguistically Diverse Families: Ideal versus Reality 2005Evidence‐Based Practice for Education?2008The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services

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2014The Development of Individualized Education Programs 2021Remote Learning, COVID-19, and Children With Disabilities 2017Reconceptualizing Family-Professional Partnership for Inclusive Schools: A Call to Action 2018Access, Accountability, and Advocacy: Culturally and Linguistically Diverse Families’ Participation in IEP Meetings 2016Engaging Students and Parents in Transition-Focused Individualized Education Programs

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