An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family-Professional Collaboration

Autor/inn/en	Mueller, Tracy Gershwin; Vick, Anna Moriarity
Titel	An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family-Professional Collaboration
Quelle	In: Teacher Education and Special Education, 42 (2019) 1, S.67-81 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417739677
Schlagwörter	Resilience (Psychology); Individualized Education Programs; Meetings; Teamwork; Problem Solving; Family School Relationship; Visual Aids; Educational Practices; Special Education; Phenomenology; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; Preservice Teacher Education; Elementary Secondary Education; Advocacy + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Meeting; Tagung; Problemlösen; Anschauungsmaterial; Bildungspraxis; Special needs education; Sonderpädagogik; Sonderschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Elternverhalten; Lehramtsstudiengang; Lehrerausbildung; Sozialanwaltschaft
Abstract	There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family-professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed. (As Provided).
Anmerkungen	SAGE Publications. 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