Parental Awareness and Engagement in IEP Development

Introduction to Special Education and the IEP Framework

In the period preceding 1975, students with disabilities did not have sufficient access to education and often received instruction that was inappropriate for their needs (Huang, 2013). Hope began to emerge in the 1970s when advocacy organizations and parents of children with disabilities pressured governments — and in some cases took them to court — over what they characterized as the neglect of children with disabilities, the provision of inappropriate education, and violations of rights guaranteed by the U.S. Constitution. These efforts contributed to significant legislative reform, including the renaming of the Education of All Handicapped Children Act to the Individuals with Disabilities Education Act, commonly known as IDEA.

IDEA is responsible for providing children with disabilities appropriate education and other services aligned with their specific needs, including facilitating their education in public schools. The legislation formally recognized the role of parents in their children's education. IDEA's support spans from infants through young people up to the age of 21, ensuring continuity of services across developmental stages.

Understanding the Individualized Education Plan

The Individualized Education Plan (IEP), as defined by the National Council for Special Education (2006), is a document that outlines the learning goals to be attained by a child over a specified period. It also highlights the teaching approaches that can be applied to achieve those goals within the established time frame. The IEP is developed through a collaborative effort involving parents, schools, and students. Other agencies that participate in educational activities and development are also consulted.

The program addresses the adjusted aspects of a child's educational program and gives priority to the specific learning needs of children with disabilities. It is possible that a learner may also have other learning needs that are not necessarily addressed by the IEP. It should be noted that not all aspects of school life and curriculum require modification for children with disabilities and special needs — only areas identified through a formal assessment process should be addressed. The level of support and adaptation depends on a range of factors, including the specific learning needs of each individual learner. Learners with complex needs automatically attract a higher level of educational modification.

The IEP is a useful tool that provides teachers and parents with an opportunity to engage in realistic and practical dialogue about the needs of learners and to develop strategies that can meet their special learning needs (National Council for Special Education, 2006). According to the National Council for Special Education (2006), the IEP is particularly important because it allows each learner to progress along the learning curve at their own pace, in line with their individual ability and potential. It is also a tool that facilitates collaboration among all parties and ensures that records are properly maintained.

The guiding research question for this paper is: How do parents describe the quality of their engagement in their children's IEP process?

Parent Involvement vs. Parent Engagement

Any special education program must recognize the important role of parents (Myers, 2014). The existing law requires that special education providers involve parents in each educational step leading to the development of a placement in an educational setting and the creation of an IEP. This requirement has been emphasized repeatedly by court rulings in special education cases. Moreover, learners who receive special education are entitled to procedural and substantive rights under IDEA. These rights guarantee children the right to receive a Free Appropriate Public Education (FAPE) and, more significantly, the legal requirement that all parents of children with disabilities be involved in the process of dispensing special education. Procedural safeguards exist within the program to ensure that parents are involved in decisions affecting the identification, evaluation, and placement of their children (Myers, 2014, p. 19).

According to Underwood (2010), engaging parents and involving parents are distinct aspects of the process. Involvement encompasses communicating, volunteering, parenting, decision-making, collaborating with the community, and supporting learning at home. Some critics have pointed out that these activities do not always result in genuine engagement. Parent engagement is classified as different in nature and approach, as it entails building relationships, listening to and understanding the experiences of parents of children with disabilities, and fostering dialogue with teachers. Engagement also relates to the opportunities such parents have to voice their concerns regarding the learning and teaching activities at their children's schools. Engagement is often understood as characteristically distinct from involvement: engagement largely happens within the home environment, while involvement typically happens at school.

For the purposes of this study, involvement of parents refers to activities that are directed by the school but still provide parents with a defined role. Parent engagement, in this context, refers to the participation of parents in activities that are meaningful to the learning objectives and goals of their children with special needs. Such engagement includes the opportunity to participate in making important decisions that affect the educational needs of their children and the instructional activities required to meet those needs.

References

Huang, L.-J. (2013, June). Parents' knowledge and perceptions regarding their rights during the IEP process. Retrieved April 20, 2016, from Southern Illinois University: http://opensiuc.lib.siu.edu/

Myers, S. A. (2014, May). Parent's perception of engagement during the individual education planning meeting (Doctoral dissertation). Retrieved from UMI Dissertation Publishing, ProQuest LLC. (UMI Number: 3622989)

National Council for Special Education. (2006, May). Guidelines on the individual education plan process. Retrieved April 20, 2016, from National Council for Special Education: www.ncse.ie

Underwood, K. (2010). Involving and engaging parents of children with IEPs. Exceptionality Education International, 20(1), 18–36. Retrieved from http://ir.lib.uwo.ca/