Student and Parent IEP Collaboration: A Comparison across School Settings

The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N...

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Bibliographic Details
Published in:Rural special education quarterly 2014-03, Vol.33 (1), p.3-11
Main Authors: Williams-Diehm, Kendra L., Brandes, Joyce A., Chesnut, Pik Wah, Haring, Kathryn A.
Format: Article
Language:English
Subjects:
Collaboration
Community
Comparative Analysis
Consolidated Schools
Cooperation
Graduate Students
Individualized Education Programs
Individualized Instruction
Low income groups
Meetings
Parent Participation
Professional development
Rural areas
Rural Schools
Rural Urban Differences
School boards
Secondary school students
Self Determination
Skills
Special Education Teachers
Student Participation
Students with disabilities
Suburban Schools
Teacher education
Teacher Surveys
Teaching
Urban Schools
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Summary:The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N = 159) across a Southwest state and applied log linear analyses to show possible differences in groups. Special education teachers in rural environments reported significantly higher rates of parent and student involvement and participation in IEP meetings than their counterparts in urban and suburban environments. Results are discussed and suggestions and implications for practitioners are provided.
ISSN:8756-8705
2168-8605
DOI:10.1177/875687051403300102