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...

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Bibliographic Details
Published in:Disability & society 2014-03, Vol.29 (3), p.373-387
Main Authors: Zeitlin, Virginia M., Curcic, Svjetlana
Format: Article
Language:English
Subjects:
Collaboration
Compliance
Cooperation
Disability
Disorders
Education
Educational Programs
Exceptional children
Individualized Education Program
Individualized education programs
Interviews
Law
Parent training
Parents
Parents & parenting
Physically Handicapped
Public law
Students
Students with disabilities
Teachers
Teaching
U.S.A
United States of America
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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.
ISSN:0968-7599
1360-0508
DOI:10.1080/09687599.2013.776493