Going Off Script: Structure and Agency in Individualized Education Program Meetings

• In Event: Roundtable Session 7
  In Roundtable Session: Special Education Policies

Abstract

In this comparative case study, we draw from neoinstitutional and structuration theory to examine the Individualized Education Program (IEP) meetings for five high school students identified with specific learning disabilities. Findings suggest that the IEP document served as the dominant script, or structure, for the IEP meetings. This dominant script established roles for participation, and influenced participants’ agency within the meetings. In addition, we highlight instances of disruption when participants went off script breaking from the institutionalized structure of the meetings. Although limited, we also provide a few instances when participants went off script and new understandings of students were co-constructed by the team. We conclude by discussing why students and parents continue to have limited involvement during IEP meetings.

Authors

• Laura E. Bray, University of Pittsburgh

• Jennifer L. Russell, University of Pittsburgh