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Author: Alwiah Abdullah Alsaggaf Publisher: ISBN: Category : Autistic children Languages : en Pages : 237
Book Description
Nationally, research on special education has emphasized the importance of involving parents in the individual educational plan (IEP) process (Al-Herz, 2008; Angel, Stoner, & Shelden, 2009; Hebel & Persitz, 2014; Hobbs & Silla, 2008; Hui-Chen & Mason, 2008). The IEP is a blueprint for special education and related special education services in the United States and other countries (Alquraini, 2013; Hebel & Persitz, 2014; Martin et al., 2006; Tal, 2009; Yell, Katsiyannis, Ennis, & Losinki, 2013). Development and implementation of effective educational programs for students with autism spectrum disorder (ASD) involve collaboration with parents (Hebel & Persitz, 2014). However, the participation of parents in the IEP process continues to challenge schools (Hebel & Persitz, 2014). It is essential for teachers and school personnel to understand the experiences of families of children with autism, the interventions they access, and the important role that schools play in their lives (Hebel & Persitz, 2014; Martin et al., 2006; Tal, 2009; Yell et al., 2013). With these insights and a commitment to collaborate, parents and teachers can work together to create positive and effective educational programs for students. The purpose of this qualitative study is to achieve an understanding of the perceptions and experiences of the IEP process of a sample of Saudi and U.S. parents of students with ASD by: (a) comparing their experiences and identifying factors influencing their participation to infer whether the parents were involved in the IEP process; (b) assessing the similarities and differences between the two countries in the factors that affected parents' involvement in the IEP process; and (b) exploring the participants' perceptions of the IEP process to determine the best strategies that may have an impact on parental involvement in the IEP process in the context of the two different cultures. Data collection in this study involved interviewing twelve parents representing ten cases of students with autism who have IEPs. Through analysis of parents' responses, five main themes related to the involvement of parents in the IEP process became apparent: (A) IEP as defined by parents, (B) factors influencing parents' involvement in the IEP, (C) parents' description of the IEP process, (D) barriers to parent involvement in the IEP, and (E) recommended strategies to increase parents' involvement. Research findings indicate that parents in the U.S. tend to be more involved and more knowledgeable of the IEP process compared to Saudi parents. The results of this study also show that Saudi parents continue to struggle to participate meaningfully in the IEP due to the lack of communication with school personnel and the limitation of IEP meetings in the school. All parents further revealed that having ongoing communication, building positive relationships with educators, and being involved in different support groups are essential factors that influenced their participation in the IEP. Finally, findings highlight the need for more parental training and more public education in subjects related to IEP and special education procedures.
Author: Alwiah Abdullah Alsaggaf Publisher: ISBN: Category : Autistic children Languages : en Pages : 237
Book Description
Nationally, research on special education has emphasized the importance of involving parents in the individual educational plan (IEP) process (Al-Herz, 2008; Angel, Stoner, & Shelden, 2009; Hebel & Persitz, 2014; Hobbs & Silla, 2008; Hui-Chen & Mason, 2008). The IEP is a blueprint for special education and related special education services in the United States and other countries (Alquraini, 2013; Hebel & Persitz, 2014; Martin et al., 2006; Tal, 2009; Yell, Katsiyannis, Ennis, & Losinki, 2013). Development and implementation of effective educational programs for students with autism spectrum disorder (ASD) involve collaboration with parents (Hebel & Persitz, 2014). However, the participation of parents in the IEP process continues to challenge schools (Hebel & Persitz, 2014). It is essential for teachers and school personnel to understand the experiences of families of children with autism, the interventions they access, and the important role that schools play in their lives (Hebel & Persitz, 2014; Martin et al., 2006; Tal, 2009; Yell et al., 2013). With these insights and a commitment to collaborate, parents and teachers can work together to create positive and effective educational programs for students. The purpose of this qualitative study is to achieve an understanding of the perceptions and experiences of the IEP process of a sample of Saudi and U.S. parents of students with ASD by: (a) comparing their experiences and identifying factors influencing their participation to infer whether the parents were involved in the IEP process; (b) assessing the similarities and differences between the two countries in the factors that affected parents' involvement in the IEP process; and (b) exploring the participants' perceptions of the IEP process to determine the best strategies that may have an impact on parental involvement in the IEP process in the context of the two different cultures. Data collection in this study involved interviewing twelve parents representing ten cases of students with autism who have IEPs. Through analysis of parents' responses, five main themes related to the involvement of parents in the IEP process became apparent: (A) IEP as defined by parents, (B) factors influencing parents' involvement in the IEP, (C) parents' description of the IEP process, (D) barriers to parent involvement in the IEP, and (E) recommended strategies to increase parents' involvement. Research findings indicate that parents in the U.S. tend to be more involved and more knowledgeable of the IEP process compared to Saudi parents. The results of this study also show that Saudi parents continue to struggle to participate meaningfully in the IEP due to the lack of communication with school personnel and the limitation of IEP meetings in the school. All parents further revealed that having ongoing communication, building positive relationships with educators, and being involved in different support groups are essential factors that influenced their participation in the IEP. Finally, findings highlight the need for more parental training and more public education in subjects related to IEP and special education procedures.
Author: Kirby Lentz Publisher: AAPC Publishing ISBN: 1931282668 Category : Education Languages : en Pages : 146
Book Description
Emphasising on preparation and collaboration, this practical resource shows parents step-by-step how to become active members of the IEP team. It helps you develop the best possible education program for the individual child. It is suitable for educators to help them see parents perspective.
Author: Elia I. Jiménez Publisher: ISBN: 9781267020130 Category : Languages : en Pages : 125
Book Description
The idea (Individuals with Disabilities Education Improvement Act) 2004 was designed to ensure that every child with special needs is receiving adequate services. Unfortunately implementation is often problematic. Although the law recognizes the importance of family-professional collaboration in deciding intervention services, cultural differences between families and professionals often prevents parents from actively participating in the decision-making process. This project explored and described the experiences of Latino/a parents of children in the Autism Spectrum Disorder who have participated in their child's Individualized Educational Program (iep) meeting. A semi-structured interview was used to explore their experiences and barriers. Results and recommendations 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.].
Author: Beth Fouse Publisher: Future Horizons ISBN: 9781885477521 Category : Education Languages : en Pages : 284
Book Description
This book is a must-read for every parent or educator who participates in the IEP process. Dr. Fouse takes readers through the entire range of a "child-centered" educational process, from the initial stages of identification and diagnosis to full implementation and monitoring of the individualized education program. She walks you through the process of setting goals and objectives, getting the most out of IEP meetings, determining proper placement, requesting assistive technology, and much more. She explains laws that you will need to know inside and out, such as the Individuals with Disabilities Education Act, Section 504, Americans with Disabilities Act, and FERPA. Finally, she lists some common mistakes that schools and parents often make, and gives great advice on how to avoid conflicts.
Author: Juliette de Wolfe Publisher: Springer ISBN: 1137436239 Category : Education Languages : en Pages : 191
Book Description
In a readable and highly accessible ethnographic account that is shaped by the stories of families and the voices of parents, De Wolfe examines how parents of children with autism navigate the educational and medical systems, understand their own and their children's bodies, and support and educate one another.
Author: Hebel Orly Publisher: LAP Lambert Academic Publishing ISBN: 9783659504822 Category : Languages : en Pages : 344
Book Description
The book describes a qualitative phenomenological study conducted in Israel to achieve an understanding of the perceptions and experiences of Israeli parents of students with severe disabilities about the involvement of parents in the IEP process. Data collection involved two sequential stages. The first part of the process started with interviewing parents whose children study in special education schools in the Tel Aviv area in Israel. In the second part of the process, special education teachers involved in IEP processes participated in a focus group and shared their perceptions about the themes revealed in parents' responses. Through analysis of parents' responses, five main themes became apparent: a child-centered focus, parents' self-efficacy, parent-teacher communication, parent-teacher collaboration, and trust. The main conclusion of the research described in this book is that parental involvement and effective parent-teacher collaboration in the IEPs of students with severe disabilities is founded on relationships of trust and positive communication between families and schools.
Author: Lorie Mick Publisher: ISBN: Category : Children with autism spectrum disorders Languages : en Pages : 0
Book Description
The purpose of this qualitative phenomenological study is to explore the experiences and challenges of parents as they choose an appropriate classroom setting for their child with highfunctioning autism spectrum disorder (HFASD) at an elementary school. Parents of students with HFASD must grapple with this decision each year at their child’s annual IEP review meeting. The theory guiding this study is Knowles’ adult learning theory. Adult learning theory states that adults use both their personal experiences and intrinsic motivation to discover information that they need to make a decision. Ten parents of elementary-aged children diagnosed with HFASD were selected as participants in this study in an attempt to combine their shared experiences with this phenomenon. The data collected for this research included interviews, participant journals, and a focus group. Data analysis followed van Manen’s hermeneutic circle. In hermeneutic phenomenology, the focus is on the researcher’s interactions with the data. The themes found in this study were the prior experiences of parents, successful outcomes for students with HFASD, level of functioning, and personal factors. Ultimately, the findings of the study revealed that parents of students with HFASD feel like they are equal partners with the IEP team but have a varying degree of confidence in their role as decision-makers. The full experience of the parents including their thought processes, challenges, and opinions were extracted from the data collection process. These findings show a strong connection to the Knowles adult learning theory.
Author: Mohammad Ahmad Alobaid Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 195
Book Description
Several studies (e.g., Aldaihani, 2011; Al-Zoubi & Abdel Rahman, 2016) have indicated that many educational activities conducted for students with learning disabilities (LD) in Saudi elementary schools have not achieved their educational and social goals due to limited parental participation and lack of cooperation between parents and teachers. Despite the importance of this issue, there was no known ethnographic qualitative study investigating parents’ perceptions and beliefs toward parental participation in their children’s education. The researcher of this critical ethnographic qualitative study conducted interviews in Buraidah, Saudi Arabia with eight parents of elementary students with LD, as well as four observations of the male participants, to describe their experiences, perceptions, challenges, motivations, and solutions for their participation in their children’s education. The study found that participating parents were not involved in developing their children’s academic and social skills; however, seven out of eight did see value in participating. Most participation consisted of intermittent checking of homework and rare contact with the schools through phone calls or visits. Schools rarely contacted parents and did not encourage participation. The findings included several solutions suggested by parents. The most significant solution identified better communication as necessary to encourage parental participation. Additionally, the findings implied that the government needed to do more through funding programs and classrooms, enforcing policies, and educating parents. Finally, the findings implied that parents saw the worth of participation but needed more education on the best ways to get involved and clear communication from schools to encourage them to participate.
Author: Alwiah Abdullah Alsaggaf
Author: Alwiah Abdullah Alsaggaf
Author: Kirby Lentz
Author: Elia I. Jiménez
Author: Beth Fouse
Author: Juliette de Wolfe
Author: Hebel Orly
Author: Matilda Andersson
Author: Lorie Mick
Author: Bruce C. Caines
Author: Mohammad Ahmad Alobaid