Family Perceptions of Student Centered Planning and IEP Meetings

Abstract

Given the documented benefits of family involvement in educational planning, engaging families throughout the school years is strongly advocated. However, barriers continue to impede families from collaborative partnering in educational planning. In this qualitative study the perceptions of six families were examined prior to and after the implementation of a student centered individualized education program (IEP) planning tool. Findings revealed barriers within traditional planning that relegate families to passive roles and a family preference for the student centered approach to IEP planning. The student centered approach resulted in increased family satisfaction, more collaborative participation by all IEP team members, and broader consideration of family and student input with respect to future desired outcomes as a basis for goal development.