Involving and Engaging Parents of Children with IEPs

Kathryn Underwood

Abstract


This study explored parents’ views of the educational experience of children with Individual Education Plans. The research goal was to determine how parents are meaningfully involved and engaged in the development and monitoring of education programs for their children. The primary data source for the study was 31 interviews with parents, analysed using qualitative thematic analysis; additional data came from parent questionnaires, which provided further information about parents’ experiences. This mixed methods study describes the nature of parent involvement and engagement in schools, particularly in Individual Education Plan development and implementation. The study also examined how parent involvement and engagement (a) relate to parents’ satisfaction with school programs and (b) are contextualized within inclusive practice for children with disabilities. The findings of the study are discussed in relation to the broader literature on parent involvement and engagement.

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