The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process.
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| Title: | The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process. |
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| Authors: | Gershwin, Tracy (AUTHOR), McKittrick, Lanya (AUTHOR), Kilpatrick, Amy (AUTHOR) |
| Source: | Journal of Educational & Psychological Consultation. Oct-Dec2023, Vol. 33 Issue 4, p369-392. 24p. |
| Subjects: | Individualized education programs, Satisfaction, Student attitudes, Parenting education, Parents with disabilities, Students with disabilities, People with disabilities |
| Abstract: | The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10474412 |
| DOI: | 10.1080/10474412.2022.2145290 |
