Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

Wendy Cavendish, David Connor

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)32-43
Number of pages12
JournalLearning Disability Quarterly
Volume41
Issue number1
DOIs
StatePublished - Feb 1 2018

Keywords

  • learning disability
  • parent
  • transition planning
  • youth involvement

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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