Parent perspectives on student <scp>IEP</scp> involvement

Sanderson, Kelli A.; Rojas, Amanda

doi:10.1111/1471-3802.12582

Cited by 4 publications

(2 citation statements)

References 37 publications

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“…Ainsi, la mise en place du PI est une composante microsystémique à ne pas négliger du côté du personnel scolaire. De plus, pour ce qui est des facteurs microsystémiques familiaux, il en ressort que la participation des enfants au PI s'avère un facteur facilitant, ce qui rejoint les propos des auteurs Sanderson et Rojas (2022). Par ailleurs, certains parents confrontés à des conditions familiales adverses perçoivent un jugement de la part du personnel scolaire.…”

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La participation parentale à l’établissement des plans d’intervention d’élèves en difficulté d’adaptation

Chouinard,

Gaudreau,

Massé

2023

RHÉ

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Le plan d’intervention (PI) constitue un outil de planification mis en place pour favoriser la réussite des élèves présentant des difficultés d’adaptation. Dans cette optique, la participation des parents est attendue de la part de l’école. Quelle forme celle-ci prend-elle ? Quels facteurs facilitent ou entravent la participation parentale ? Cet article présente les résultats d’une recherche qualitative menée au Québec auprès de 29 parents d’élèves présentant des difficultés d’adaptation. Les analyses réalisées permettent de dégager certaines recommandations pour favoriser une plus grande participation des parents à la démarche du PI de leur enfant.

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Section: Avancéesunclassified

La participation parentale à l’établissement des plans d’intervention d’élèves en difficulté d’adaptation

Chouinard,

Gaudreau,

Massé

2023

RHÉ

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“…The provision of learning support defined in pupils' individualised educational programmes (IEPs) is challenging even in ‘normal’ times, but the COVID‐19 pandemic has initiated significant changes in teaching and learning and brought new demands (World Health Organization, 2020; Ministy of Education and Science, 2021). The sudden switch to remote and blended models of teaching and learning demanded increased support from teachers and greater involvement of parents (Chen et al., 2022; Sanderson & Rojas, 2023). It is clear now that the COVID‐19 pandemic affected vulnerable populations, such as pupils with ASN, more severely than their neurotypical peers (Berasategi Sancho et al., 2021; Castro‐Kemp & Mahmud, 2021; Colombo & Santagati, 2022; Crawley et al., 2020; Parmigiani et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Perspectives of pupils with additional support needs and their parents on the learning support during the COVID‐19 pandemic in Croatia

Dedić,

Pavliša

2023

Research in Spec Educ Needs

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The concept of inclusive education is well established in policy documents worldwide, but its implementation for pupils with additional support needs (ASN) still raises questions. The challenges of educating pupils with ASN increased significantly during the COVID‐19 pandemic due to changes in organisation of the teaching and learning process and the heightened need for support. To gain in‐depth insights into the experiences of upper secondary school pupils with ASN and their parents, an exploratory, phenomenological study of the perspectives of pupils and parents was conducted within the Croatian educational system. Semi‐structured interviews were conducted with 12 pupils with individualised educational programmes (IEPs) along with their parents. The data were analysed through reflexive thematic analysis. Three participant profiles that differed in regard to the perception of stability/change of learning support during the pandemic were generated and described. The dominant perspective included the perception of consistently low teacher support during the pandemic, which arises from insufficient recognition of pupils' needs, reactive stance and placing responsibility for school success on pupils. The perception of intensified parental support was evident in some accounts of both parents and pupils, but the pupils' explicit invitation stood out as a key factor in the activation of parents.

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Perspectives of Transition-Aged Youth with Intellectual and/or Developmental Disabilities about Self-Advocacy and Civic Engagement

Best,

Burke,

Rossetti

et al. 2024

J Dev Phys Disabil

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In alignment with the rallying cry of the self-advocacy movement, it is critical to center the perspectives of people with disabilities about their lived experiences. Yet, little is known about how youth with intellectual and/or developmental disabilities (IDD) engage in self-advocacy and civic engagement in special education. We conducted focus groups with 15 transition-aged youth with IDD across four states about self-advocacy and civic engagement. Youth with IDD reported engaging in self-advocacy at school, but outside of their individualized education program meetings. Parent advocacy and positive partnerships with educators promoted youth self-advocacy. Youth reported minimal involvement in civic engagement, but they had suggestions for systemic changes to special education. Implications for research and practice are discussed.

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Parent perspectives on student IEP involvement

Cited by 4 publications

References 37 publications

La participation parentale à l’établissement des plans d’intervention d’élèves en difficulté d’adaptation

La participation parentale à l’établissement des plans d’intervention d’élèves en difficulté d’adaptation

Perspectives of pupils with additional support needs and their parents on the learning support during the COVID‐19 pandemic in Croatia

Perspectives of Transition-Aged Youth with Intellectual and/or Developmental Disabilities about Self-Advocacy and Civic Engagement

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