Author: Diane Marie Dabkowski
Source: Teaching Exceptional Children, Volume 36(3), Jan/Feb 2004, pages 34-39
This article looks at professional team attitudes and practices, and their effect on parent participation in the decisions made at their child?s Individualized Education Plan (IEP) meeting. Although having parents actively participate at the meeting is important, several barriers keep that from happening. The meeting environment is key, and the climate that can feel anywhere from inviting to intimidating to parents, based on a number of things. Some of those things are how information is shared, who speaks, who appears to have influence, who makes recommendations, what language is used, and whether cultural values seem to be respected. The physical environment is also considered to have an impact on parents? comfort level, especially regarding how seating is arranged. The author suggests that seating the parents next to the professionals identifies them as equals, using a round table eliminates any hierarchy, and having the parents arrive at the same time as the professionals ? instead of behind them ? contributes to parents? feelings of confidence and willingness to actively participate.
The author states that professionals on IEP teams need to recognize how stressful the meeting can be for parents, and decrease that potential stress by recognizing the effects of their practices on parents? comfort levels. Sharing information with parents is upheld, and implementing ongoing team assessment ? starting at the individual level and extending to the team level - is recommended, so that the team can create a structure that decreases stress and promotes active parent participation. Post meeting reflection by professionals on the team is promoted as a helpful tool. The ultimate goal is a team that recognizes the opportunity for ongoing professional development and shares a vision, which can be translated into goals and supported by things such as resources, training, and support within the greater school community.
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