Special Education Experiences of Parents/Guardians of Children with Emotional and Behavioral Disabilities

ABSTRACT

The present document reports a qualitative study that examined the perceptions of parents and guardians of students with emotional and/or behavioral disabilities (EBD) regarding (a) obtaining special education services for their child, (b) the IEP process and implementation, and (c) home–school collaboration and partnerships. Ten participants from the United States completed interviews which were analyzed using grounded theory methodology to develop an emerging theoretical model describing their experiences. In general, parents and guardians who perceived schools to be responsive to their concerns and the needs of their children discussed trusting relationships with educators, positive experiences with IEP development and implementation, and student skill development. Parents reporting positive experiences and outcomes also discussed overcoming significant challenges to achieve them. Parents who perceived a lack of transparency regarding procedures and support options, an unwillingness or inability by schools to provide services, and failing to implement the agreed upon IEP reported high levels of stress and a general mistrust of educators. Parents also noted a number of barriers that constrained advocacy efforts, school practice, and home–school partnerships. We describe implications for practice and future research.

KEYWORDS:

• Parents of students with disabilities
• students with emotional and/or behavioral disorders
• emotional disturbance
• Individualized Education Programs
• IEP development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

John William McKenna

John William McKenna, PhD, is an Associate Professor of Special Education at the University of Massachusetts Lowell. His research interests focus on responsible inclusion.

Frederick Brigham

Frederick J. Brigham, PhD, is Professor of Special Education at George Mason University. He served as President of the CEC Division for Research and editor of Behavioral Disorders.

Barbara Mitchell

Barbara Mitchell, PhD, is an Associate Professor at Kansas State University. Her research focuses on social-emotional-behavioral supports within a multi-tiered framework.

Melissa Parenti

Melissa A. Parenti, EdD, is an Assistant Director of the Ed.D. in the Graduate School of Education. Her areas of expertise include action research and teacher preparation.