Abstract
Special educators were queried about their perceptions of parent involvement in the individual education plan (IEP) process. Specific research questions focused on parents' participation level and their role in the IEP process. One hundred forty-five special education teachers, of all disability categories and from 6 states, were surveyed. Results showed a diversity of opinion over practices, processes, and attitudes regarding the IEP process, despite their purported familiarity since the inception of PL 94-142.
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