Parental perceptions of the individual program planning process
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Date
2011-09-16
Authors
MacKichan, Michael
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
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.
Description
Keywords
Individualized education programs , Children with disabilities , Disabilities