Who Influences IEP Committee Decisions?

Gıllıam, James E.; Coleman, Margaret

doi:10.1177/001440298104700809

Cited by 76 publications

(27 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding could be explained by inferring that the parents lacked knowledge of the purpose of the PPP meeting or their role within it, or that they trusted the decisions made on their children's behalf even though they did not participate in the decision-making process. Gilliam & Coleman (1981) also conducted a study based on the roles of respective PPP members. The purpose of the study was to determine which roles were perceived as most important to the PPP process, which were most influential in decisionmaking, and which contributed the most to decisions reached at the PPP meeting.…”

Section: Parental Involvementmentioning

confidence: 99%

Physical Education for Students with Spina Bifida: Mothers’ Perspectives

Goodwin

2007

Adapted Physical Activity Quarterly

View full text Add to dashboard Cite

The purpose of this study was to gain an understanding of mothers' perspectives of their children's experiences in inclusive physical education. It describes the value mothers placed on physical education, the meaning they ascribed to their children's physical education experiences, the role of the Personal Program Plan (PPP) in mother's communication with the school, and the other means of communication they used to share their thoughts about children's participation. The stories of mothers of elementary (1 boy, 3 girls) and secondary (2 boys, 1 girl) aged children with spina bifida were collected and analyzed using the hermeneutic phenomenological methods of semistructured interviews, artifacts, documents, and field notes. The thematic analysis revealed three themes: A Good Thing But…, Connection to Disability Sports, and Beyond the Curriculum. Peters ' (1996) model of disablement provided the conceptual framework for the interpretation of the findings.iii ACKNOWLEDGEMENTS As I come to the end of another chapter in my life, I am aware that I owe a debt of gratitude so many persons who helped and supported me in completing this thesis.

show abstract

Section: Parental Involvementmentioning

confidence: 99%

Physical Education for Students with Spina Bifida: Mothers’ Perspectives

Goodwin

2007

Adapted Physical Activity Quarterly

View full text Add to dashboard Cite

show abstract

“…Furthermore, it has been argued that the IEP can be used as a vehicle of empowerment for groups such as parents, if consultative assessment models are employed (Buckner, 1992). Although research by Gilliam and Coleman (1981) indicates that parents have a minimal influence on IEP teams, Buckner (1992) found that a critical feature associated with parents' willingness to be involved in the IEP process was the presentation of clear role definitions for parents in that process.…”

Section: Selecting Teaching Sites In the School And Communitymentioning

confidence: 99%

Are Individual Education Plans a waste of paper?

Cooper¹

1996

British J Special Edu

View full text Add to dashboard Cite

Paul Cooper, Lecturer in Education (Emotional and Behavioural Difficulties) and Director of Research at the University of Cambridge, Institute of Education, considers the nature and origins of Individual Education Plans (IEPs) and some of the key issues of concern and debate surrounding them and their implementation. Emergent areas of concern are: the types of learning needs that are addressed in IEPs; the involvement of students and parents in the development of IEPs; and problems relating to implementation. Research findings suggest that the degree of care that is taken in the construction, implementation and evaluation of IEPs determines whether the resultant document is a valuable tool in facilitating educational progress or simply another paper exercise.

show abstract

“…. Parents are expected to be actively involved in assessment, planning, and program evaluation (Gilliam & Coleman, 1981). Yet, in reality, parents have tended to play a passive role (Bell-Nathaniel, 1979;Lynch & Stein, 1982;Marion, 1980;Roit & Pfohl, 1984).…”

mentioning

confidence: 99%

Making Decisions About Special Education Placement: Do Low-Income Parents Have the Information They Need?

Brantlinger

1987

J Learn Disabil

View full text Add to dashboard Cite

Using the hypotheses-generating techniques ofGlaser and Strauss (1967), interviews were conducted with 35 low-income parents in an attempt to ascertain their knowledge of and their feelings about the adequacy of schooling in general and special education services in particular. Thirty-six percent of the respondents had school-aged children who were receiving special education services. The majority of parents had positive feelings about special education, although parents of learning disabled students perceived their children and their children s educational needs differently from parents of mildly mentally retarded students. Parents had given permission for special education placement, but it was found that they lacked the information essential for making informed decisions.

show abstract

Who Influences IEP Committee Decisions?

Cited by 76 publications

References 1 publication

Physical Education for Students with Spina Bifida: Mothers’ Perspectives

Physical Education for Students with Spina Bifida: Mothers’ Perspectives

Are Individual Education Plans a waste of paper?

Making Decisions About Special Education Placement: Do Low-Income Parents Have the Information They Need?

Contact Info

Product

Resources

About