Structured Intervention as a Tool to Shift Views of Parent-Professional Partnerships: Impact on Attitudes toward the IEP

Autor/inn/en	Mereoiu, Mariana; Abercrombie, Sarah; Murray, Mary M.
Titel	Structured Intervention as a Tool to Shift Views of Parent-Professional Partnerships: Impact on Attitudes toward the IEP
Quelle	In: Exceptionality Education International, 26 (2016) 1, S.36-52 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Intervention; Partnerships in Education; Individualized Education Programs; Special Education Teachers; Attitude Change; Pretests Posttests; Data Analysis; Parent Education; Faculty Development; Capacity Building; Parent Attitudes; Teacher Attitudes; Parent Teacher Cooperation; Interpersonal Competence; Surveys + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Individualized education program; Individualisierendes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Auswertung; Parents education; Elternbildung; Elternschule; Elternverhalten; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kompetenz; Survey; Umfrage; Befragung
Abstract	The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child's potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Pre- and post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents' ratings of the value of the IEP decreasing at the end of the training and teachers' ratings increasing. Moreover, special educators' significantly higher ratings of the value of team planning for the IEP indicate enduring pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01