Individualized Education Plans (IEPs) were created to provide students with disabilities with equitable accommodation within American Public Classrooms. Simultaneously, there was a problem that when parents' trust for the Exceptional Student Education program and the IEP team was not developed with a staffing specialist, then students with…

The Individualized Education Program (IEP) remains a pivotal document for ensuring educational equity for students with disabilities in public education (Bateman, 2017). This qualitative interview study investigated how an IEP team supporting a student with extensive support needs navigated the decision-making process during annual IEP…

Effective collaboration among family professional partnerships (FPPs) and work groups such as a multidisciplinary individualized education program (IEP) team has been identified as a critical characteristic in developing a specially designed program for students with a disability. Unfortunately, educators often do not feel prepared to interact and…

The purpose of this qualitative, descriptive, multi-site case study was to determine the criteria individualized education program (IEP) teams used to find the least restrictive environment (LRE) placement for a student with autism spectrum disorder (ASD) at the elementary school level. The theoretical framework of this study was Maslow's theory…

Previous research has shown that parents of children receiving special education services often have negative feelings associated with Individual Education Plan (IEP) meetings, such as feeling confused, overwhelmed, intimidated, powerless, frustrated, and undervalued (Stoner et al., 2005; Ilik & Er, 2019; Mueller & Vick, 2019). Currently…

This mixed-methods phenomenological study examined elements that impact Individualized Education Program (IEP) team members in supporting placement for students with disabilities (SWD) in inclusive early childhood education programs. Best practices in education and federal law stipulate that schools educate SWD in settings as close to general…

The views of a transition/IEP team members of the collaborative efforts of each other have had little or limited viewing. Annually there are approximately six million special education students in the United States of America (Samuels, 2017). While in high school, these students and their transition/IEP team are tasked with preparing them for…

Students with disabilities (SWD) are participating in supplemental online programs (SOP) and through the provisions of special education must receive specialized instruction to meet their academic potential. These students have a group of individuals, including educators, specialists, school leaders, and their own parents, collaborating to…

A collaborative and inclusive Individualized Education Program (IEP) results in higher achievement for students, therefore, there is a societal need to better understand parent perspectives regarding this process. The purpose of this qualitative descriptive study was to explore how parents on an IEP team describe the influence of the four…

Millions of children with disabilities have benefited from the Individuals with Disabilities Education Act (IDEA) (United States Department of Education [USDOE], 2010). However, the law has also been a source of frequent litigation and conflict between schools and parents (Mueller, 2015; Pudelski, 2016). This study was initiated to examine the…

I believe that a deeper understanding of how pre-service general education teachers are conceptualizing inequity in special education and are applying this knowledge will support teacher education programs to develop more comprehensive programming that prepares general educators to support students identified with disabilities and their families.…

The Individuals with Disabilities Education Act requires local education agencies to include parents as equal team members in the cultivation of their child's individual education plan (IEP). Despite law, studies have shown that parents experience barriers to being included in the process. Barriers such as a lack of information, lack of…

Although active parent involvement is mandated as part of the Individuals with Disabilities Education Act (IDEA), parents continue to report dissatisfaction with IEP meetings. Despite increases in parent participation policy since the adoption of IDEA, the parent-professional partnership originally envisioned by lawmakers is arguably not…

The Individuals with Disabilities Education Act (IDEA) requires professionals on Individualized Education Program (IEP) teams to provide family members of children with disabilities every opportunity to participate in IEP meetings. Despite this requirement, findings from qualitative and survey research suggest that many parents have reported they…

The purpose of this case study was to examine the schools in Indiana with students identified with disabilities who are performing successfully on the state achievement assessment, ISTEP+. The intent was not to focus on how to help this population of students pass the state assessment, rather it was to see what was happening to make this type of…