Affiliations: [a]
Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
| [b]
Department of Advanced Studies in Education and Counseling, California State University – Long Beach, LongBeach, CA, USA
| [c]
Vanderbilt Kennedy Center, Nashville, TN, USA
| [d]
Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA
Correspondence:
[*]
Address for correspondence: Brittney L. Goscicki, Department of Special Education, Peabody College, Vanderbilt University, 110 Magnolia Cir, Nashville, TN 37212, USA. E-mail: Brittney.l.goscicki@vanderbilt.edu.
Abstract: BACKGROUND:Although parents and transition-aged students are critical stakeholders in Individualized Education Program (IEP) meetings, little is known about the extent to which both groups contribute during such meetings. OBJECTIVE:We examined the nature and extent of parent and student IEP meeting participation, similarities and differences in participation, and associated predictors for each group. METHODS:Responding to a national, web-based survey, 240 parents of transition-aged students (14– 21 years) completed a questionnaire related to their experiences at their child’s most recent IEP meeting. RESULTS:For both parents and students, participation items grouped into school- and transition-related input. Overall, parents participated more than students and both parties contributed more toward school-related versus transition-related topics. Predictors of parent involvement included sharing input about the student before the IEP meeting and reviewing data on the student’s past performance during the IEP meeting. Student involvement was predicted by students actively leading their meeting. CONCLUSION:We offer recommendations for research and practice for facilitating parents and transition-aged students to actively participate in IEP meetings.
Keywords: Special education, IEPs, transition, parents, students
