• Parent Perceptions of Interact...

Treffer: Parent Perceptions of Interactions with Professionals That Improve Individualized Education Program Development

Title:
Parent Perceptions of Interactions with Professionals That Improve Individualized Education Program Development
Language:
English
Authors:
Kristopher Hawk Yeager, Malarie E. Deardorff, Belkis Choiseul-Praslin, Wendy R. Mitchell, Courtney Tennell, Brooki Beasley
Source:
Journal of the American Academy of Special Education Professionals. 2024:154-168.
Availability:
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed:
Y
Page Count:
15
Publication Date:
2024
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Descriptors:
Parent School Relationship, Cooperative Planning, Teacher Role, Administrator Role, School Personnel, Parent Attitudes, Interpersonal Communication, Trust (Psychology), Power Structure, Individualized Education Programs, Meetings, Data Use, Student Needs
ISSN:
2325-7466
Entry Date:
2024
Access URL:
https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-winter-2024/parent-perceptions-of-interactions-with-professionals-that-improve-individualized-education-program-development
Accession Number:
EJ1418649
Database:
ERIC

Weitere Informationen

Educational professionals (e.g., special educators, general educators, administrators, related service providers) play an important role in promoting engagement with parents during the development of individualized education programs (IEPs). For this study, we conducted semi-structured interviews to evaluate parents' (n = 16) perceptions of interactions with professionals that improve IEP development. Through a qualitative analysis, we identified the following themes: (a) proactive and transparent communication during planning, (b) welcoming and understandable meetings, (c) compliant and data-driven documentation, (d) effective and individualized services, and (e) development of trust and shared power throughout process. Our findings offer practical suggestions for enhancing parent-professional partnerships and increasing collaboration to improve services for students with disabilities.

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