Increasing Parental Decision-Making at the Individualized Educational Program Meeting

Abstract

The purpose of this study was to develop a training package for parents and school staff to increase parent participation at the Individualized Educational Program (IEP) meeting. Fourteen parents with young handicapped children participated. The seven parents in the experimental group completed a developmental assessment on their child's present performance, recorded their family profile, and had a meeting with a school/community liaison person prior to their child's IEP meeting. The seven parents In the control group received a letter stating the purpose of the IEP meeting prior to their child's IEP conference. School staff who attended experimental group IEP meetings received summaries of the parent-generated developmental assessment and family profile. At the IEP meeting experimental parents presented their goals and concerns first. Statistical analyses indicated a significantly greater frequency in contributions, goals generated, and programming decisions made at IEP meetings by parents In the experimental group. School staff provided more home programming suggestions to parents In the experimental group and made more decisions for parents In the control group. All parents reported a high level of satisfaction with their child's IEP meeting on a follow-up questionnaire.