Journal Article

Toward Authentic IEPs and Transition Plans

Cavendish, Wendy, Connor, David

2018

Overview

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative analysis of interview data resulted in the emergence of four primary themes related to challenges to meaningful involvement: (a) facilitation of student involvement in IEP development, (b) challenges to parent involvement in IEP development, (c) challenges and effective supports for graduation, and (d) supports needed for career and college preparation. Recommendations for school practices to support student and parent involvement in the development of authentic IEPs is provided.

• Publisher: Sage Publications, Inc,SAGE Publications,SAGE Publications and Hammill Institute on Disabilities,SAGE PUBLICATIONS, INC
• Subject: Barriers / Career Guidance / College Preparation / College students / Elementary school students / Fidelity / High School Students / Individualized Education Programs / Individualized Instruction / Interrater Reliability / Interviews / Learning Disabilities / Likert Scales / Mixed Methods Research / Parent Attitudes / Parent Participation / Polls & surveys / Qualitative research / Secondary school students / Special Series: Parent Voice in Educational Decision Making for Students With Learning Disabilities / Student Attitudes / Student Participation / Students / Teacher Attitudes / Teachers / Transitional Programs