A Description of Parent Input in IEP Development through Analysis IEP Documents

Autor/inn/en	Kurth, Jennifer A.; McQueston, Jessica A.; Ruppar, Andrea L.; Toews, Samantha Gross; Johnston, Russell; McCabe, Katie M.
Titel	A Description of Parent Input in IEP Development through Analysis IEP Documents
Quelle	In: Intellectual and Developmental Disabilities, 57 (2019) 6, S.485-498 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9491
Schlagwörter	Parent Participation; Individualized Education Programs; Cooperative Planning; Teamwork; Students with Disabilities + Suchen Sie Ihr Suchwort? Elternmitwirkung; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that although parents express a range of concerns and priorities, these are translated into goals or services only two thirds of the time. We provide implications of these findings for research and practice. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01