Encouraging Active Parent Participation in IEP Team Meetings

Dabokowski, Diana Marie
January 2004
Teaching Exceptional Children;Jan/Feb2004, Vol. 36 Issue 3, p34
Academic Journal
This article focuses on the need for encouraging active parent participation in Individualized Education Program (IEP) team meetings, for disabled students. According to the author, team culture dictates the ease or difficulty with which parents gain acceptance as team members. Some teams, for example, may encourage parent participation throughout the meeting, whereas others may encourage such participation only at the end. Further, team culture may affect parent participation by the way the team structures the meeting environment, the language team members use or the respect team members give to differing cultural values. Further, conference space in school buildings can range from formal, well-appointed conference rooms to converted storage rooms with small tables and folding chairs. Though it seems to be of little importance, the author maintains, that the physical environment in which the IEP meeting takes place and how teams use that space may affect the comfort levels of parents, affecting the level of parent participation. INSET: What Does the Literature Say About Parent Participation?.


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