Nationally, research on special education has emphasized the importance of involving parents in the individual educational plan (IEP) process (Al-Herz, 2008; Angel, Stoner, & Shelden, 2009; Hebel & Persitz, 2014; Hobbs & Silla, 2008; Hui-Chen & Mason, 2008). The IEP is a blueprint for special education and related special education services in the United States and other countries (Alquraini, 2013; Hebel & Persitz, 2014; Martin et al., 2006; Tal, 2009; Yell, Katsiyannis, Ennis, & Losinki, 2013). Development and implementation of effective educational programs for students with autism spectrum disorder (ASD) involve collaboration with parents (Hebel & Persitz, 2014). However, the participation of parents in the IEP process continues to challenge schools (Hebel & Persitz, 2014). It is essential for teachers and school personnel to understand the experiences of families of children with autism, the interventions they access, and the important role that schools play in their lives (Hebel & Persitz, 2014; Martin et al., 2006; Tal, 2009; Yell et al., 2013). With these insights and a commitment to collaborate, parents and teachers can work together to create positive and effective educational programs for students. The purpose of this qualitative study is to achieve an understanding of the perceptions and experiences of the IEP process of a sample of Saudi and U.S. parents of students with ASD by: (a) comparing their experiences and identifying factors influencing their participation to infer whether the parents were involved in the IEP process; (b) assessing the similarities and differences between the two countries in the factors that affected parents' involvement in the IEP process; and (b) exploring the participants' perceptions of the IEP process to determine the best strategies that may have an impact on parental involvement in the IEP process in the context of the two different cultures. Data collection in this study involved interviewing twelve parents representing ten cases of students with autism who have IEPs. Through analysis of parents' responses, five main themes related to the involvement of parents in the IEP process became apparent: (A) IEP as defined by parents, (B) factors influencing parents' involvement in the IEP, (C) parents' description of the IEP process, (D) barriers to parent involvement in the IEP, and (E) recommended strategies to increase parents' involvement. Research findings indicate that parents in the U.S. tend to be more involved and more knowledgeable of the IEP process compared to Saudi parents. The results of this study also show that Saudi parents continue to struggle to participate meaningfully in the IEP due to the lack of communication with school personnel and the limitation of IEP meetings in the school. All parents further revealed that having ongoing communication, building positive relationships with educators, and being involved in different support groups are essential factors that influenced their participation in the IEP. Finally, findings highlight the need for more parental training and more public education in subjects related to IEP and special education procedures.

Emphasising on preparation and collaboration, this practical resource shows parents step-by-step how to become active members of the IEP team. It helps you develop the best possible education program for the individual child. It is suitable for educators to help them see parents perspective.

The idea (Individuals with Disabilities Education Improvement Act) 2004 was designed to ensure that every child with special needs is receiving adequate services. Unfortunately implementation is often problematic. Although the law recognizes the importance of family-professional collaboration in deciding intervention services, cultural differences between families and professionals often prevents parents from actively participating in the decision-making process. This project explored and described the experiences of Latino/a parents of children in the Autism Spectrum Disorder who have participated in their child's Individualized Educational Program (iep) meeting. A semi-structured interview was used to explore their experiences and barriers. Results and recommendations are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

This book is a must-read for every parent or educator who participates in the IEP process. Dr. Fouse takes readers through the entire range of a "child-centered" educational process, from the initial stages of identification and diagnosis to full implementation and monitoring of the individualized education program. She walks you through the process of setting goals and objectives, getting the most out of IEP meetings, determining proper placement, requesting assistive technology, and much more. She explains laws that you will need to know inside and out, such as the Individuals with Disabilities Education Act, Section 504, Americans with Disabilities Act, and FERPA. Finally, she lists some common mistakes that schools and parents often make, and gives great advice on how to avoid conflicts.

In a readable and highly accessible ethnographic account that is shaped by the stories of families and the voices of parents, De Wolfe examines how parents of children with autism navigate the educational and medical systems, understand their own and their children's bodies, and support and educate one another.

The book describes a qualitative phenomenological study conducted in Israel to achieve an understanding of the perceptions and experiences of Israeli parents of students with severe disabilities about the involvement of parents in the IEP process. Data collection involved two sequential stages. The first part of the process started with interviewing parents whose children study in special education schools in the Tel Aviv area in Israel. In the second part of the process, special education teachers involved in IEP processes participated in a focus group and shared their perceptions about the themes revealed in parents' responses. Through analysis of parents' responses, five main themes became apparent: a child-centered focus, parents' self-efficacy, parent-teacher communication, parent-teacher collaboration, and trust. The main conclusion of the research described in this book is that parental involvement and effective parent-teacher collaboration in the IEPs of students with severe disabilities is founded on relationships of trust and positive communication between families and schools.