A Comparative Investigation of Parent and Student Attendance at IEP/Transition Meetings for Students with Disabilities

Autor/in	Sanders, Margaret Ann Roden
Titel	A Comparative Investigation of Parent and Student Attendance at IEP/Transition Meetings for Students with Disabilities
Quelle	(2010), (115 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas Woman's University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-7176-3
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Socioeconomic Status; Eligibility; Mental Retardation; Emotional Disturbances; Disabilities; Student Participation; Attendance Patterns; Individualized Education Programs; Parent Participation; Transitional Programs; Cooperative Planning; Racial Differences; Ethnicity; Age Differences; Gender Differences; High School Students; Learning Disabilities; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Eignung; Geistige Behinderung; Gefühlsstörung; Handicap; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individualized education program; Individualisierendes Lernen; Elternmitwirkung; Rassenunterschied; Ethnizität; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung
Abstract	The objective of this study was to investigate the attendance patterns of parents and students at IEP/transition meetings where transition plans for students with disabilities are developed. Transition plans were developed to determine the level of assistance the student with disabilities required as he/she graduates or ages out of public school. Parent and student participation in the transition planning process is important to the successful outcomes for the student. An investigation of parents' and students' attendance at the IEP/transition meeting for students with disabilities was conducted. This research study determined the percentage of parents' and students' attendance at the IEP/transition meeting according to the students' disability category, ethnicity, and level of students' instructional settings. The parents' and students' attendance at the IEP/transition meeting was also examined according to the students' state assessment level, age, grade, gender, and socio-economic status. Another area of this investigation examined at what grade the students' last Full Individual Evaluation (FIE) was conducted and if this affected the parents' and students' attendance at the IEP/transition meeting. The participants of this study included high school students with disabilities in grades nine through twelve from three different high schools of a suburban public school district in Texas. This research examined the existing data obtained from the students' special education eligibility folders. Student participants had to meet specific criterion established for the study. Two hundred eighty-four students with the primary eligibility of learning disability, mental retardation, or emotional disturbance were used in this study. A total of 170 parents of the 284 participants attended the IEP/transition meeting of the students, and 114 parents did not attend. A total of 245 students of the 284 participants attended, and 39 parents did not attend. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10