Teachers’ perspectives on parental participation in the Individual Educational Program for students with intellectual disabilities

Abstract

This study sought to investigate the factors influencing parental participation in the IEP for students with intellectual disabilities from educators’ perspectives, while discerning any statistically significant differences based on gender, academic qualifications, experience, and training courses. The descriptive method was used, via a two-part questionnaire, with the first section collecting demographic information while the second part containing 24 items dealing with factors contributing to the activation of parental participation in the IEP for students with intellectual disabilities from teachers’ perspectives. The findings indicated factors that play a role in activating parental participation in the IEP process can be classified into three types: factors related to parents, the teacher, or the educational institution. This study highlighted the importance of teacher awareness regarding the benefits of parental participation in their children’s IEPs. No differences were found between male and female teachers regarding the factors contributing to the activation of parental participation in the IEP. Conversely, significant differences were found by qualification. Teachers who had attained PhDs proved to be more aware of the factors contributing to the activation of parental participation in the IEP. The findings of the study will provide educators and parents with information regarding parental involvement in the IEP process.