Enhancing the Individualized Education Program Team: Mothers' In-School Observations of Their Children With Disabilities

• In Event: Park Central Roundtable Session 1
  In Roundtable Session: Observing Learners and Teachers in Classroom Settings

Abstract

Complementary perspectives and expertise of caregivers and professionals on Individualized Education Program (IEP) teams are meant to produce the most appropriate special education services for students with disabilities. Literature reveals that unfamiliarity with the IEP process, educational practices, and mistrust have made adversarial or passive parent participation on IEP teams commonplace. This study examined mothers’ insights from their in-school observations, and explored how observation could contribute to participation on IEP teams. Ten mothers observed their elementary school-aged children with disabilities in school, and then participated in semi-structured interviews. Through observation, participants gained familiarity of interpersonal relationships and educational processes; discovered capacities in their children and strategies to implement at home; and felt more empowered to contribute to the IEP team.

Author

• Cory R Gilden, University of Delaware