A Description of Parent Input in IEP Development Through Analysis IEP Documents
| Autor: | Samantha Gross Toews, Russell Johnston, Katie M. McCabe, Jessica A. McQueston, Jennifer A. Kurth, Andrea L. Ruppar |
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| Rok vydání: | 2019 |
| Předmět: |
Male
Parents 030506 rehabilitation Adolescent media_common.quotation_subject Developmental Disabilities Education 03 medical and health sciences Individualized Education Program Developmental and Educational Psychology Humans Cooperative planning Program Development Child media_common Community and Home Care Teamwork Medical education 05 social sciences 050301 education Education of Intellectually Disabled Psychiatry and Mental health Content analysis Child Preschool Education Special Pediatrics Perinatology and Child Health Female Curriculum 0305 other medical science Psychology 0503 education |
| Zdroj: | Intellectual and developmental disabilities. 57(6) |
| ISSN: | 1934-9556 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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