Parent Perspectives on Student IEP Involvement

Autor/inn/en	Sanderson, Kelli A.; Rojas, Amanda J.
Titel	Parent Perspectives on Student IEP Involvement
Quelle	In: Journal of Research in Special Educational Needs, 23 (2023) 2, S.90-99 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanderson, Kelli A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/1471-3802.12582
Schlagwörter	Parent Attitudes; Student Participation; Individualized Education Programs; Special Education; Teamwork; Students with Disabilities; Student Role; School Personnel; Meetings + Suchen Sie Ihr Suchwort? Elternverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulpersonal; Meeting; Tagung
Abstract	As key members of the Individualised Education Program (IEP) team and strong child advocates, parents play a critical role in special education. In this study, we sought to understand a crucial, yet underexamined, aspect of special education -- parent perceptions regarding student participation in IEP development. Specifically, we asked parents how schools could better support student involvement in the IEP process, including IEP meetings. Participants included 646 parents of students with disabilities aged 5-21 years currently receiving special education services across the United States. Constant comparative analysis was used to code data. Qualitative coding revealed four major themes, including: (1) promoting an active student role, (2) supportive school staff, (3) making changes to IEP meetings and (4) considerations and concerns regarding student participation. Implications for practice and policy are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01