DescriptionThe Individual Education Plan (IEP) process can be critical to a student’s scholastic success (Hock, & Boltax, 1995; Menlove, Hudson & Suter, 2001; Test et. al, 2004; Van Reusen & Bos, 1994). Attending an IEP meeting can present opportunities for participation in productive decision-making about educational programming or barriers that may impede the very same decision-making process (Harry, 1992). For the IEP meeting to be conducted with minimal conflict, it is critical that there be trust between parents and school districts personnel.
Because the law mandates that parents are essential participants in the IEP process, healthy relationships between school personnel and parents are critical. In too many instances, the IEP experience means parents and districts are at odds (Feinburg, Beyer, and Moses, 2002; Mueller & Buckley, 2014; Yell and Drasgow, 2000). Conflict in the IEP process not only impacts the success of the student's program, but it can also be costly for school districts.
Research into how parents experience the IEP process would help understand these relationships. I wanted to know more about how the IEP experience effects parent-school relations. I asked the following question:
How do parents experience the IEP process?
This study examines the experience of parents within the IEP process. It details how information, communication, team culture, and IEP meeting process have a significant impact on the way parents experience the IEP process and whether conflicts are encouraged to bloom.