The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process

ABSTRACT

The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed.

Disclosure statement

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

Additional information

Notes on contributors

Tracy Gershwin

Dr. Tracy Gershwin is a professor at the University of Northern Colorado where she specializes and studies family-professional partnership practices through collaboration and consultation, IEP practices, conflict prevention and dispute resolution in special education, special education law, applied behavior analysis, and interventions for children and youth with challenging behaviors.

Lanya McKittrick

Lanya McKittrick is a Clinical Assistant Professor of Special Education at the University of Idaho where she is also the Director of the Idaho Program for Children and Youth with Deaf-Blindness as part of the Center on Disabilities and Human Development. She completed her Ph.D. in Special Education at the University of Northern Colorado and her research is focused on Deafblindness and Family-Professional Partnerships. Dr. McKittrick is actively involved in the Deafblind community as the Chair of the Usher Syndrome Coalition and Founder of Lane of Inquiry, Deafblind Education Research, and Family Support.

Amy Kilpatrick

Dr. Amy Kilpatrick is an assistant professor of special education at Hood College in Frederick, Maryland. Dr. Kilpatrick is a veteran educator with a wide range of experience. She has served in various roles, from teacher to special education director to state education agency management in special education. Her research interests include teacher preparation, dispute resolution in special education, and strengthening family-professional partnerships.