Parental voices on Individualized Education Programs: ‘Oh, IEP meeting tomorrow? Rum tonight!’.
The Individualized Education Program (IEP) was developed as a part of US Public Law 94-142 related to educating students with disabilities. The aim of the IEP process was to ensure that educators and parents are involved in collaboratively creating a formalized plan for instruction that will address...
| Published in: | Disability & Society Vol. 29; no. 3; pp. 373 - 388 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Apr2014
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| Online Access: | View this record in EBSCOhost |
| Summary: | The Individualized Education Program (IEP) was developed as a part of US Public Law 94-142 related to educating students with disabilities. The aim of the IEP process was to ensure that educators and parents are involved in collaboratively creating a formalized plan for instruction that will address unique students’ needs. However, the IEP process has created unintended consequences such as depersonalized meetings, and a focus on paperwork and compliance rather than collaboration with parents. The parents interviewed in this study offered a number of recommendations on how to make both the process and the product of IEP meetings more meaningful. |
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