Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

Autor/inn/en	Cavendish, Wendy; Connor, David
Titel	Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives
Quelle	In: Learning Disability Quarterly, 41 (2018) 1, S.32-43 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948716684680
Schlagwörter	Mixed Methods Research; Individualized Education Programs; Parent Participation; Student Participation; Fidelity; Transitional Programs; High School Students; Interviews; Learning Disabilities; Parent Attitudes; Student Attitudes; Teacher Attitudes; Likert Scales; Interrater Reliability; College Preparation; Career Guidance; Barriers + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Learning handicap; Lernbehinderung; Elternverhalten; Schülerverhalten; Lehrerverhalten; Likert-Skala; Interrater-Reliabilität; Berufsorientierung
Abstract	This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative analysis of interview data resulted in the emergence of four primary themes related to challenges to meaningful involvement: (a) facilitation of student involvement in IEP development, (b) challenges to parent involvement in IEP development, (c) challenges and effective supports for graduation, and (d) supports needed for career and college preparation. Recommendations for school practices to support student and parent involvement in the development of authentic IEPs is provided. (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	2020/1/01