Involving and Engaging Parents of Children with IEPs

This study explored parents’ views of the educational experience of children with Individual Education Plans. The research goal was to determine how parents are meaningfully involved and engaged in the development and monitoring of educa-tion programs for their children. The primary data source for the study was 31 interviews with parents, analysed using qualitative thematic analysis; additional data came from parent questionnaires, which provided further information about parents’ experiences. This mixed methods study describes the nature of parent in-volvement and engagement in schools, particularly in Individual Education Plan development and implementation. The study also examined how parent involve-ment and engagement (a) relate to parents’ satisfaction with school programs and (b) are contextualized within inclusive practice for children with disabilities. The findings of the study are discussed in relation to the broader literature on parent involvement and engagement. ISSN 1918-5227 Pages 1836 Follow this and additional works at: http://ir.lib.uwo.ca/eei This Article is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Recommended Citation Underwood, K. (2010) Involving and Engaging Parents of Children with IEPs. Exceptionality Education International, 20, 18-36. Retrieved from http://ir.lib.uwo.ca/eei/vol20/iss1/3 Exceptionality Education International 2010, Vol. 20, No. 1, pp. 18–36 ISSN 1918-5227 18 Involving and Engaging Parents of Children with IEPs Kathryn Underwood Ryerson University