Twenty-eighth International Conference on Learning

Abstract

This pilot study investigated parents and special education teachers’ perceptions of the Individualized Education Program (IEP) meeting process. Participants included 11 parents of students in elementary, middle, or high school and six teachers. This study employed a convergent parallel mixed-methods design. The quantitative component included a pretest-posttest to determine the impact of the most recent IEP meeting. The qualitative component included examining interview responses and observation. Data were collected and analyzed separately. Finally, data from both were merged and interpreted collectively (this is still in process). Qualitative results revealed affirmative themes around communication prior to the IEP meeting, all IEP members being prepare and engaged, among others. Areas for growth related to inconsistent meetings structure, verbal versus visual presentation, and other items. Quantitative results revealed a disparity between parent perceptions and special education teachers’ perceptions of the IEP meeting experience for parents around validation, empowerment, advocacy, time, and other areas.