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

Wendy Cavendish, David Connor

Research output: Contribution to journalArticle

5 Citations (Scopus)

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

Fingerprint

parents
Students
teacher
student
Program Development
Education
Interviews
school
education
teacher rating
Learning Disorders
qualitative interview
learning disability
Parents
career
planning
interview
Group

Keywords

  • learning disability
  • parent
  • transition planning
  • youth involvement

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

Cite this

Toward Authentic IEPs and Transition Plans : Student, Parent, and Teacher Perspectives. / Cavendish, Wendy; Connor, David.

In: Learning Disability Quarterly, Vol. 41, No. 1, 01.02.2018, p. 32-43.

Research output: Contribution to journalArticle

@article{4a02b670a7254594991d58ecfbaaf164,
title = "Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives",
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.",
keywords = "learning disability, parent, transition planning, youth involvement",
author = "Wendy Cavendish and David Connor",
year = "2018",
month = "2",
day = "1",
doi = "10.1177/0731948716684680",
language = "English (US)",
volume = "41",
pages = "32--43",
journal = "Learning Disability Quarterly",
issn = "0731-9487",
publisher = "Council for Learning Disabilities",
number = "1",

}

TY - JOUR

T1 - Toward Authentic IEPs and Transition Plans

T2 - Student, Parent, and Teacher Perspectives

AU - Cavendish, Wendy

AU - Connor, David

PY - 2018/2/1

Y1 - 2018/2/1

N2 - 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.

AB - 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.

KW - learning disability

KW - parent

KW - transition planning

KW - youth involvement

UR - http://www.scopus.com/inward/record.url?scp=85039851502&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85039851502&partnerID=8YFLogxK

U2 - 10.1177/0731948716684680

DO - 10.1177/0731948716684680

M3 - Article

AN - SCOPUS:85039851502

VL - 41

SP - 32

EP - 43

JO - Learning Disability Quarterly

JF - Learning Disability Quarterly

SN - 0731-9487

IS - 1

ER -