An Investigation of the Effects of COVID-19 on Parent Participation in Individualized Education Plan Meetings

Autor/in	Price, Angela Renee
Titel	An Investigation of the Effects of COVID-19 on Parent Participation in Individualized Education Plan Meetings
Quelle	(2023), (175 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0361-1
Schlagwörter	Hochschulschrift; Dissertation; COVID-19; Pandemics; Parent Participation; Individualized Education Programs; Meetings; Parent School Relationship; Parent Teacher Cooperation; Parent Attitudes; Role; Elementary School Students; Students with Disabilities; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternmitwirkung; Individualized education program; Individualisierendes Lernen; Meeting; Tagung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Rollen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The COVID-19 pandemic radically altered the educational landscape for parents, teachers, and school-aged children. During the 2019-2020 and 2020-2021 school years, restrictions transformed tools of communication, delivery of instruction, and traditional roles within brick- and-mortar schools. Rather than being relegated to a passive role in their children's education, many parents found themselves on the front lines of instructional decision-making. This qualitative, phenomenological study investigates how these COVID-19-related shifts impacted parents whose students have Individualized Education Plans (IEPs). The six parents interviewed in the study participated in IEP meetings in a select school in Arizona both before COVID-19 and during COVID-19. The participants described how the changes to the school-home partnership during COVID-19 impacted their perceptions of the IEP experience and their role as IEP team members. The findings include the outsized influence of virtual conferencing initiated during COVID-19 on the IEP team meeting. Learning at home during COVID-19 was a factor that flipped the roles in IEP meetings. Participants indicated this role reversal transformed their participation in IEP meetings during COVID-19 and has continued to shape their advocacy. I recommend additional research on the definitions and perceptions of what makes virtual conferencing beneficial. I also recommend analyzing IEP documents from formal and less formal IEP meetings to determine if any notable differences come to light. Finally, future researchers may study how parent efficacy with general education expectations and knowledge of their child's progress towards those markers affects the quality of their involvement as members of their child's IEP team. [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	2024/1/01