2022
DOI: 10.1111/1471-3802.12582
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Parent perspectives on student IEP involvement

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 5–2… Show more

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Cited by 4 publications
(2 citation statements)
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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.…”
Section: Avancéesunclassified
“…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.…”
Section: Avancéesunclassified
“…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%