2. Overview of the presentation
• Reasons for the lack of parents’ participation in IEPs
• Professional, ethical, or legal implications
• Discuss the strategies or solutions to improve parental
participation in IEP meetings
• Discussion and feedback
3. Individualized Education Program (IEP)
Individualized education program or IEP means
“a written statement for a child with a disability
that is developed, reviewed, and revised in
accordance with §§300.320 through 300.324”
(IDEA, 2004).
4. Problem
Lack of parental participation in the IEP process
- Lack of knowledge or the academic background to understand the process of
the IEP meetings
- Language barriers
- Parents’ inputs were not being considered during IEP meetings
- Work commitments or lack of child care available for other children in the
family
5. Ethical, Moral and Legal issues
• When professionals engage in unethical behavior, it can damage a
teacher-parent-student relationship.
• Unethical behavior can ruin trust and respect between teachers and
their colleagues.
• In extreme situations unethical behavior can result in a teacher losing
his or her teaching position and/or certification.
• IDEA, 2004 requires parent participation in the IEP process
6. Probable Solutions
• Develop a questionnaire for parents who are unable to attend
the IEP meetings for the academic year
• Meet informally with parents before the formal meeting
• The IEP team may agree to conduct IEP meetings and other
meetings by using alternate means (e.g., videoconferencing,
conference calls).
• Be sensitive to parents’ feelings of intimidation and being out
numbered at IEP Team meetings.
7. Probable Solutions
• Check for parent’s understanding throughout the meeting.
• Develop an action plan for who is doing what & when after the
IEP meeting.
8. How the solution conforms to current Special Education
Professional Ethical Principles and Practice Standards
According to the Council for Exceptional Children (CEC) professional
ethical principles and practice standards, 2010)
• Developing relationships with families based on mutual respect and
actively involving families and individuals with exceptionalities in
educational decision making.
• Practicing collegially with others who are providing services to
individuals with exceptionalities.
9. • By advocating for the protection of the legal and
human rights of students and their families.
• By maintaining positive, supportive, professional
relationships within the education community.
How the proposed solution upholds professional standards
for special educators
10. How the solution conforms to current laws pertaining to
Special Education
According to the IDEA 2004 Regulations
“the public agency must take whatever action is necessary to ensure
that the parent understands the proceedings of the IEP Team meeting,
including arranging for an interpreter for parents with deafness or
whose native language is other than English”
(Regulations: Part 300 / D / 300.322 / e)
“the parent of a child with a disability and a public agency may agree to
use alternative means of meeting participation, such as video
conferences and conference calls”
(subparts D and E of Part 300)
11. How the solution meets administrative initiatives, values
and expectations
• Cost effective way of utilising manpower and material resources
• Demonstrate the commitment of school towards the student and
their family
12. How the solution meets the values of Special Education
• Enhancing positive contributions
• Expanding relationships
• Building on strengths
13. Concluding Statement
Improving the involvement of parents in the IEP
process not only contributes to the development of the
stronger relationship between the IEP team members
but also enhances the commitment of the school
towards the inclusion of students with special needs in
Free Appropriate Public Education (FAPE)
14. References
• Individualized Education Program (IEP), Team Meetings and Changes to the IEP (2010).
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C9%2C
Regulations: Part 300 / D / 300.322 / e (2012) Retrieved from
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CD%2C300%252E322%2Ce%2C
• No Child Left Behind: A Toolkit for Teachers (2004)
Retrieved from http://www2.ed.gov/teachers/nclbguide/nclb-teachers-toolkit.pdf
• Savage,S.,(2007). Teachers’ Ethical Dilemmas: What Would You Do?
Retrieved from
http://www.redorbit.com/news/education/1141680/teachers_ethical_dilemmas_what_would_you_
do/#7v94UdSFsG0zJevh.99
