A Description of Parent Input in IEP Development through Analysis IEP Documents
Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual an...
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| Veröffentlicht in: | Intellectual and developmental disabilities 2019-12, Vol.57 (6), p.485-498 |
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| container_title | Intellectual and developmental disabilities |
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| creator | Kurth, Jennifer A McQueston, Jessica A Ruppar, Andrea L Toews, Samantha Gross Johnston, Russell McCabe, Katie M |
| description | Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that although parents express a range of concerns and priorities, these are translated into goals or services only two thirds of the time. We provide implications of these findings for research and practice. |
| doi_str_mv | 10.1352/1934-9556-57.6.485 |
| format | Article |
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| ispartof | Intellectual and developmental disabilities, 2019-12, Vol.57 (6), p.485-498 |
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| subjects | Adolescent Autism Child Child, Preschool Children & youth Collaboration Communication Content analysis Cooperative Planning Curriculum Decision making Developmental disabilities Developmental Disabilities - psychology Education of Intellectually Disabled - organization & administration Education, Special - organization & administration Families & family life Female Humans Individualized Education Programs Individualized Instruction Intellectual disabilities Knowledge Male Meetings Parent Participation Parent Role Parents & parenting Parents - education Professionals Program Development Schools Special education Students Students with Disabilities Teams Teamwork |
| title | A Description of Parent Input in IEP Development through Analysis IEP Documents |
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