Scholarlink

<p>Under the Individuals with Disabilities Education Act (IDEA, 2004), the school and parents (or legal guardians) collaboratively develop Individualized Education Programs (IEPs) that include critical educational decisions related to the education of a child with a disability. Yet, for decades, parents have often reported difficulties navigating the special education process and meaningfully participating within IEP meetings. This qualitative study examined the experiences and lessons learned by 25 parents of children with disabilities in Texas. Using sensemaking, we explore how parents’ understanding of their participation evolved over multiple meetings and years. In addition, the participants offered recommendations for school principals and parents that are new to IEP meetings and the special education process. Findings from this study have important implications for future research, educator and administrator training, and the potential reauthorization of IDEA.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

“How the game works”: Parent participation in the IEP process

  • 期刊论文

  • 发表日期：

    2025年9月9日

查看全文
  • David E. DeMatthews,
  • Julie Means-Parker

摘要

Under the Individuals with Disabilities Education Act (IDEA, 2004), the school and parents (or legal guardians) collaboratively develop Individualized Education Programs (IEPs) that include critical educational decisions related to the education of a child with a disability. Yet, for decades, parents have often reported difficulties navigating the special education process and meaningfully participating within IEP meetings. This qualitative study examined the experiences and lessons learned by 25 parents of children with disabilities in Texas. Using sensemaking, we explore how parents’ understanding of their participation evolved over multiple meetings and years. In addition, the participants offered recommendations for school principals and parents that are new to IEP meetings and the special education process. Findings from this study have important implications for future research, educator and administrator training, and the potential reauthorization of IDEA.