Date of Award
Summer 9-1-2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education: Special Education
First Advisor
Bonnie Keilty, Ed.D.
Second Advisor
Jan Valle, Ed.D.
Third Advisor
Lauren Schnell-Peskin, Ph.D., BCBA-D
Academic Program Adviser
Marshall George, Ed.D.
Abstract
Since the Individualized Education Program (IEP) meeting is so important both to a student’s progress and educational growth as well as the school’s legal obligations, it is imperative that researchers work to understand parent perceptions of Individualized Education Program meetings (Fish, 2006). Family participation and advocacy are also important at the IEP meeting (Boshoff et al., 2016; Cavendish & Connor, 2018; Duquette et al., 2011; Fish, 2006). This study examined the family’s perceptions of the IEP process and meeting for their child through semi-structured interviews. In order to support the family at the IEP meeting, families participated in coaching sessions to develop one or two new advocacy skills to apply at their child’s next meeting with school staff. Results and findings showed this intervention was effective in teaching families new advocacy skills and the new skills changed how the families were positioned within the meeting. However, learning new skills did not solve all of the issues present at the meeting. Recommendations for the field and future research are discussed.
Recommended Citation
Golini, Elizabeth J., "Understanding Family Experiences of IEP Meetings and Building Skills to Empower Families at the IEP Meeting" (2024). CUNY Academic Works.
https://academicworks.cuny.edu/hc_sas_etds/1225
