Parental perceptions of the individual program planning process

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MacKichan, Michael
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Mount Saint Vincent University
Students with special needs may access the curriculum through modified or individualistic plans. Parental involvement in developing the individualistic plans is pertinent to the success of both their children’s education, as well as the plan itself. Research from the United States offers insight into how parents perceive the process of developing individualist plans. However, limited research has been conducted in Canada regarding how parents perceive Individual Program Plans in general. The current study examines parental perceptions concerning the Individual Program Planning Process in Nova Scotia. Eight parents were interviewed using a guided interview format that consisted of 16 questions based on prior research on the subject matter. Qualitative analysis of the eight interviews resulted in the classification of four major categories: Educator-Parent Communication, Parental Perception of Educational Climate, Parent Knowledge, and Improvements to the IPP process. Each category is reviewed here and supported with direct quotations from parent interviewees. Recommendations are then made for educators in the school system, university educators in the faculty of education programs, as well as recommendations for parents. Recommendations are made in the hopes of promoting further positive and productive IPP meetings for both inexperienced, as well as experienced, parents and educators.
Individualized education programs , Children with disabilities , Disabilities