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Facilitators and Barriers to Shared Decision-Making During IEP Meetings

Debelak, Amy
http://orcid.org/0000-0002-2907-253X
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504781569291269

Abstract Details

2017, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Special Education.
The Individuals with Disabilities Education Act requires the parent, the special education teacher, the general education teacher and a district representative to meet the requirements of a full Individual Education Program meeting. However, The Individuals with Disabilities Education Act does not operationally define the roles of each of the Individual Education Program team members. In Doug C. v. Hawaii Board of Education, the U.S. Court of Appeals for the 9th Circuit determined parents must play a central role in the Individual Education Program decision-making process. However, when reading the decision, it is challenging not to infer that the court uses the terms attendance and participation interchangeably. This mixed method study explored how Smithville Schools could better improve their policies and procedures to prepare parents from being attendees at Individual Education Program meetings to equal decision-making members of the Individual Education Program team. Phase one of the study surveyed parents of special education students in the district as well as certified staff members of the district who provided services to learners with Individual Education Programs. The survey included statements asking about satisfaction with communication, school and staff relationships, perspectives of the Individual Education Program process, and the bureaucratic nature of Individual Education Program meetings. After data analysis of the survey, the two most satisfied staff members, the two most satisfied parent as well as the two most dissatisfied staff members and the two most dissatisfied parents were invited to participate in a semistructured interview. The interview allowed for parents and staff to share their unique perspectives on facilitators and barriers to shared decision-making to the Individual Education Program process at Smithville Schools.
Anne Bauer, Ed.D. (Committee Chair)
Amy Farley, Ph.D. (Committee Member)
Casey Hord, Ph.D. (Committee Member)
Stephen Kroeger, Ed.D. (Committee Member)
126 p.
Special Education
shared decision-making; IEP; special education; parents; staff; participation

Recommended Citations

Citations

  • Debelak, A. (2017). Facilitators and Barriers to Shared Decision-Making During IEP Meetings [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504781569291269

    APA Style (7th edition)

  • Debelak, Amy. Facilitators and Barriers to Shared Decision-Making During IEP Meetings. 2017. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504781569291269.

    MLA Style (8th edition)

  • Debelak, Amy. "Facilitators and Barriers to Shared Decision-Making During IEP Meetings." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504781569291269

    Chicago Manual of Style (17th edition)

ucin1504781569291269
268
© 2017, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.