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ERIC Number: ED518832
Record Type: Non-Journal
Publication Date: 2010
Pages: 100
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-3197-6
ISSN: N/A
An Analysis of the Individual Education Program Process for Parents Labeled with Intellectual Disability
Anacker, Patrina Lynn
ProQuest LLC, Psy.D. Dissertation, The Wright Institute
To date, there is minimal research focused on the experiences of parents labeled with intellectual disability (ID). Much of the research focuses on early intervention programs and practices to support parents with ID as they raise children from birth to age three. As children age and enter into school there are increasing challenges for navigating the school system. This can become increasingly challenging for parents as their children, especially those who require services, grow older. In order to gain a deeper understanding of how parents labeled with intellectual disability ID perceive the Individual Education Program (IEP) process for their child, eight face to face interviews were conducted with parents with ID who have at least one child with an IEP. This research explored the parents' perceptions of the IEP process as well as their impressions of the support they have received. While there are current practices to support these parents, there is little data to legitimize such practices. This leads to concerns about whether such parents with disabilities receive adequate support from schools and from agencies that cater to them as they navigate the IEP process for their children. Interpretative Phenomenological Analyses revealed six major themes from the parents' narratives: (a) familiarity with process increased confidence and perception of successful outcome for the meeting, (b) ability to advocate for their child was important in order to prevent cuts in services, (c) having a support person (professional or family member) was considered very valuable, (d) IEP documents were difficult to read and therefore parents developed individual strategies to manage them, (e) there were differential perceptions of parent and child educational experiences, and (f) parents created strategies to help them with limitations around feeling able to help their child with school work. These results demonstrate that parents over time begin to feel more confident in their ability to navigate the IEP process. However, the necessity of support staff in helping to clarify questions, slowing the pace of the meeting, and assisting with paperwork were indicated. Implications for future direction in both clinical and research realms are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A