Abstract
For effective educational and language planning for a deaf child, it is important that parents and the child, if they are old enough, understand their rights and the processes involved in developing an Individualized Education Plan (IEP). The IEP provides an important “road map” for deaf children to receive appropriate services for effective educational outcomes. This qualitative study focused on understanding the experiences, both positive and negative, faced by parents of deaf children going through the IEP process. To better understand parents’ experiences and perspectives, a grounded theory-based approach was used with a three-step systematic procedural analysis to identify themes, axial codes, and the core category. Based on the data analysis from the interviews, eight themes and three axial codes were identified, leading to the overarching theme of “giving parents a voice”. This study provides insights and recommendations to support parents, deaf children, and school personnel in regards to their understanding of an efficient IEP process.
Highlights
An Individualized Educational Plan (IEP) serves as an important “road map” for services, evaluation, and placement, as required by the Individuals with Disabilities Education Act (IDEA) for all children with disabilities and their parents (Gartin & Murdick, 2005)
For effective educational and language planning for a deaf child, it is important that parents and the child, if they are old enough, understand their rights and the processes involved in developing an Individualized Education Plan (IEP)
The IEP provides an important “road map” for deaf children to receive appropriate services for effective educational outcomes. This qualitative study focused on understanding the experiences, both positive and negative, faced by parents of deaf children going through the IEP process
Summary
An Individualized Educational Plan (IEP) serves as an important “road map” for services, evaluation, and placement, as required by the Individuals with Disabilities Education Act (IDEA) for all children with disabilities and their parents (Gartin & Murdick, 2005). The IEP mandate insures that all of these children with disabilities get a free and appropriate education, known as FAPE. It is important to know what parents understand about the IEP process; this information will lead to the development of strategies that allow parents to feel comfortable and confident about their involvement in the process. From the school personnel perspective, it is critical to understand barriers that tend to disempower parents in the IEP process
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