Mixed-Methods Case Study of Parent Involvement in the Special Education Schools of Isfahan City, Iran

Abstract

The aim of the present study was to investigate parental involvement of students with severe disabilities in the Individualized Education Program (IEP) process and their communication with school staff. This study uses an explanatory sequential mixed methods design, where fifty-two parents of children ranged in age from 7 to 15 years old provided data regarding their involvement in IEP process and communication with school staff in a questionnaire. A face-to-face interview was also performed with 26 parents of children with severe disabilities which study in special education schools in the Isfahan, Iran. The study composed of two main themes related to the parent involvement and communication with school. The result demonstrated that most of the parents mentioned that they are completely involved in the IEP process and high degree of involvement was observed for children 7 to 10 years old. It should be mentioned that most of issues is related to the information sharing, questions and concerns. In addition, it was revealed that the most communication occurred between parents and general/special education teacher, parents and consoler/school psychologist on a regular basis. However, less amount of the communication occurred between parents and principal.