Understanding the Characteristics and Predictors of Student Involvement in IEP Meetings

Autor/inn/en	Sanderson, Kelli A.; Goldman, Samantha E.
Titel	Understanding the Characteristics and Predictors of Student Involvement in IEP Meetings
Quelle	In: Journal of Special Education, 56 (2022) 1, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanderson, Kelli A.) ORCID (Goldman, Samantha E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211008259
Schlagwörter	Individualized Education Programs; Meetings; Student Participation; Self Determination; Students with Disabilities; Special Education; Predictor Variables; Parent Teacher Cooperation; Student Characteristics; Symptoms (Individual Disorders); Age Differences; Instructional Program Divisions; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Meeting; Tagung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Prädiktor; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Psychiatrische Symptomatik; Age; Difference; Age difference; Altersunterschied
Abstract	Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings and the predictors of these outcomes. Respondents were 1,183 parents of students with disabilities across all grade levels. Results indicated that only a third of students attended their most recent IEP meeting. Most students who did attend their meeting were not actively participating. Results from a factor analysis of participatory behaviors challenge previous conceptualizations of student participation. Predictors of student involvement included strength of the parent-teacher partnership, as well as certain student characteristics related to grade and disability type. Implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01