Parent Perspectives of the Special Education Process

Parent Perspectives of the Special Education Process

Presenter(s)

Courtney Bockbrader

Comments

3:00-4:15, Kennedy Union Ballroom

Description

Research indicates that parents of children with Individualized Education Programs (IEPs) experience challenges with participation in the special education process due to a variety of barriers. Parents report barriers including a lack of knowledge regarding special education law and terminology, asymmetrical relationships with school staff, the perception of depersonalization and a deficit approach taken by school personnel, and experiencing considerable emotionality throughout the process (MacLeod et al., 2017; Smith & Krieg, 2022; Zeitlin & Curcic, 2013). These findings are significant considering that parents have a legal right to participate in team decision-making within the special education process, as determined by the Individuals with Disabilities Education Improvement Act (2004). This qualitative study examined differences in experiences and needs for support within the special education process for parents of newly identified children and parents of children with long term IEPs. Findings suggest that experiences and needs vary between these groups, although some overlapping themes were identified. Implications for school personnel are discussed.

Publication Date

4-23-2025

Project Designation

Graduate Research

Primary Advisor

Elana Renee Bernstein, Brenda S. Gerhardt, Laura T. Miller

Primary Advisor's Department

Counselor Education

Keywords

Stander Symposium, School of Education and Health Sciences

Institutional Learning Goals

Practical Wisdom; Community; Scholarship

Parent Perspectives of the Special Education Process

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