Abstract
BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.
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