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How Has The Connecticut Special Education Data System Ct Seds Influenced The Perceptions Of Parents In The Individualized Education Program Process
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Book Synopsis How Has the Connecticut Special Education Data System (CT-SEDS) Influenced the Perceptions of Parents in the Individualized Education Program Process? by : Jacqueline Forchetti
Download or read book How Has the Connecticut Special Education Data System (CT-SEDS) Influenced the Perceptions of Parents in the Individualized Education Program Process? written by Jacqueline Forchetti and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beginning on July 1, 2022, in the state of Connecticut, all new Individualized Education Programs (IEPs) for special education began to be written in the new Connecticut Special Education Data System commonly known as CT-SEDS. This investigation sought to understand to what extent Connecticut’s implementation of CT-SEDS had impacted parents’ perceptions about their participation on their children’s Planning and Placement Teams. Additionally, it sought to gather information about the extent to which Connecticut’s implementation of CT-SEDS had impacted parents’ perceptions about the quality of their children’s Individualized Education Programs.
Book Synopsis Examining Parents' Perceptions of the Individualized Education Program Meeting by : Christine A Sullivan
Download or read book Examining Parents' Perceptions of the Individualized Education Program Meeting written by Christine A Sullivan and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Individuals with Disabilities Education Act, most recently reauthorized in 2004, explicitly reinforces the role of parents as partners with school professionals in the education of their children with disabilities. As members of the individualized education program (IEP) team, parents participate in all decisions about their child’s educational program. Research on parents’ perceptions of their experiences in their children’s individualized education program (IEP) meetings however, documents a lack of meaningful participation and involvement in decision-making. In this study, a researcher-developed survey was utilized to investigate the perceptions of parents of children with disabilities in grades three through five. Thirty-four parents completed an online survey and were asked to rate their agreement, using a five point Likert-type scale, with a series of twelve statements about their experiences in IEP meetings. In this study, two open-ended questions provided qualitative data on parents’ descriptions of their best and worst experiences at IEP meetings. The results of this study indicate parents are not participating in decision-making about their child’s educational program. Fifty-six percent of parents disagreed with the statement that their school’s team listens and responds to the concerns the parent has about their child’s school program. In addition, fifty-nine percent of parents indicated they did not have enough time to read reports before decisions were made at IEP meetings. No significant differences in parent perceptions were found across groups of parents (including parents of boys versus girls, parents from different socioeconomic groups, parents with different educational backgrounds, parents of children in different grades or parents of children with different disabilities). The results of this study indicate that parents continue to struggle to participate meaningfully in the decision-making responsibility of the IEP team. Limitations in the sample size, representativeness of the sample, and statistical power of this study should be considered when interpreting the results.
Book Synopsis The Perception of Collaboration Between Parents and Teachers of Students with Special Needs Regarding the Individualized Education Programs (IEPs) by : Johanna Maria Means
Download or read book The Perception of Collaboration Between Parents and Teachers of Students with Special Needs Regarding the Individualized Education Programs (IEPs) written by Johanna Maria Means and published by . This book was released on 2021 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: To best support students with special needs in their educational endeavors, research shows collaboration between the school and home greatly increases success. However, there is a gap in the literature that generalizes this concept, as most studies focus on one particular school or demographic group of students, such as those with autism. This qualitative study utilized convenience sampling and interviewed 10 parents of children with special needs and 10 teachers of students with special needs - all located throughout the United States - to get their perceptions of collaboration regarding the Individualized Education Program (IEP). Online interviews were conducted using Zoom® and NVivo® software was used in the data analysis process. Key terms used to identify themes included collaboration, equal partner, heard, listened to, supported, and IEP. Based on parent and teacher feedback, the data show teachers have a higher perception of successful collaboration, but additional training on the IEP, as well as on collaboration, is needed and desired for both parents and teachers. Learnings from this study may assist other countries to either replicate or use this study for future literature review. The results may also be used to develop educational training for parents and teachers respectively based on the analysis.
Book Synopsis Views from the "other" Side by : Bruce C. Caines
Download or read book Views from the "other" Side written by Bruce C. Caines and published by . This book was released on 1998 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Perceptions of Parents of Students with Disabilities Towards the IEP Meeting by : Brian James
Download or read book The Perceptions of Parents of Students with Disabilities Towards the IEP Meeting written by Brian James and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite federal legislation mandating parental participation in the design and delivery of special education services for children with disabilities, parents report feeling marginalized by educators as they are not treated as equal members of the educational teams of their children. As a result, a child's Individualized Education Plan (IEP) is a common source of conflict in special education. This study sought to determine factors which may shape parental perceptions of their interactions with educators during the IEP meeting including the disability classification, academic placement, grade level, and size of school district of the child. Through the use of a survey instrument (n = 164), the study found that parents of students with the disability classification of autism and students in more restrictive academic environments enjoyed better relations with educators than did peers. Relations with educators were found to degrade over time as students progressed from elementary to secondary schools. The size of the school district provided mixed findings regarding relations with educators, as parents of students with disabilities in larger school districts enjoyed better relationships with special education teachers and paraprofessional staff. By treating parents as equals during IEP meetings, education professionals minimize feelings of frustration that can lead to conflict. When adversarial relationships are avoided, conditions are created that can lead to greater student achievement and improved outcomes. (ProQuest abstract).
Book Synopsis Parent Perceptions of IEP Team Support Through Life-Course Transitions by : Michelle Leigh Borrelli
Download or read book Parent Perceptions of IEP Team Support Through Life-Course Transitions written by Michelle Leigh Borrelli and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parents of children with moderate to severe disabilities face greater obstacles and challenges in life compared to parents of typically developing children. Life-course transitions for students with disabilities, such as the imminent transition from public school systems to adult life, often elicits stress-induced emotions and perceptions in parents and students. Individualized Education Programs (IEPs) and Individualized Transition Plans (ITPs) are collaboratively developed with input from the student, family, and many different professionals in the school systems. Ensuring students and families are able to access proper supports aligning with postsecondary goals for familial quality of life necessitates collaborative input from all stakeholders. This study explored how parents of students with moderate to severe disabilities perceived the IEP/ITP teams and experiences with systems of support as their children transitioned from high school to post-secondary education. Quality of life domains and transition theory provided the conceptual lens to analyze the experiences and perceptions of 9 families with children who have moderate to severe disabilities and have transitioned their children to postsecondary education. This phenomenological study took place during an unprecedented time of the global COVID-19 pandemic; results illuminated unique stories of transition interwoven with the impacts of the pandemic. Findings from this study corroborate prior studies in transitions and quality of life of families of children with special needs. Self-determination, positive family outlook and perceptions of self, as well as culturally and familial sensitive strategies and supports appropriately initiated by IEP school teams, gleaned more seamless transition experiences for positive familial quality of life. Keywords: special education, transition, secondary, post-secondary, IEP meetings, family support, Quality of Life (QoL).
Book Synopsis Special Education from the Parents' Point of View by :
Download or read book Special Education from the Parents' Point of View written by and published by . This book was released on 1984 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Experiences of Parents Advocating for the "Complicated Child" by : Michelle Janzen
Download or read book Experiences of Parents Advocating for the "Complicated Child" written by Michelle Janzen and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper is a phenomenologically oriented descriptive study that analyzed the experiences of parents advocating for a complex child within the special education sector. More specifically the research examined parental experiences during the Individual Education Plan (IEP) and during the Individual Placement and Review Committee (IPRC) process. The research analyzed two data sets to answer two main questions: 1) What are the experiences of mothers advocating for a child with multiple diagnoses within the special education structure? 2) What strategies have mothers developed during these advocacy experiences to successful and/or unsuccessful outcomes? The research examined six schoolboard websites in Southern and Central Ontario, ostensibly committed to the inclusion of children requiring accommodations into regular classroom programming and to the engagement of the parents of these children in the development of the Individualized Education Plans (IEP) that make this inclusion possible. Strategies for analyzing these unobtrusive data sets were manifest and latent content analysis. These findings of my manifest content analysis include a) average of 10.6 clicks to find rights based information, b) average of 61.6 tabs and links to navigate through. Latent analysis revealed a) absence of recognizable representative image, b) difficulties for persons whose first language was not English, c) a challenging array of mixed signals, ambiguous messages and obstacles that misdirect and prevent access to information that parents desperately need to participate in the IEP process. The second data set included semi-structured interviews with four mothers, as well as the author's own experiences, in which parents were asked three subsets of questions; how has their child's experience of disability impacted their education, what have their experiences been during IEP/IPRC meetings, and how have parents perceived their interactions with educational staff. Through phenomenologically oriented transcript analysis, four major themes were found: abjection/separation, good daughter/bad daughter attributions, dismissal of parental knowledge and concern, and manufacturing. The research indicates that equal access to education for children experiencing disability is, in fact, not equal to their neurotypical peers, and only when a parent is knowledgeable in the IEP/IPRC process, and has figured out how to hold power within the school system, can a child with complex needs obtain reasonable access to accommodations and /or modifications and receive equal access to educational opportunities.
Book Synopsis Effects of Individualized Education Program Meeting Facilitation on Parent and Educator Relationships by : Frances Ziehr Barrett
Download or read book Effects of Individualized Education Program Meeting Facilitation on Parent and Educator Relationships written by Frances Ziehr Barrett and published by . This book was released on 2013 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Connecticut. General Assembly. Task Force to Study Individualized Educational Programs Publisher : ISBN 13 : Total Pages : pages Book Rating :4.:/5 (7 download)
Book Synopsis Report of the Task Force to Study Individualized Educational Programs by : Connecticut. General Assembly. Task Force to Study Individualized Educational Programs
Download or read book Report of the Task Force to Study Individualized Educational Programs written by Connecticut. General Assembly. Task Force to Study Individualized Educational Programs and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses individualized educational programs (IEPs) developed by local and regional school districts in Connecticut for students eligible to receive special education and related services under the federal Individuals with Disabilities Education Act (IDEA) and its accompanying regulations (20 USC 1400 et. seq. and 34 CFR 300 et. seq.) and Connecticut law and regulations (CGS 10-76a et. seq. and Conn. State Agency Regs. 10-76a-1 et. seq.).
Book Synopsis Parents' Perceptions of Communication Practices with School Professionals During Initial Years of Special Education Placement by :
Download or read book Parents' Perceptions of Communication Practices with School Professionals During Initial Years of Special Education Placement written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education has evolved into a dominant area of education since first brought to the forefront. The reauthorization of the Education for All Handicapped Children Act to the Individuals with Disabilities Education Act updated and addressed many issues, including parental issues. Initially parents had to fight to be heard when addressing the needs and concerns of their child. Now parents are considered a crucial part of the special education process. The purpose of this qualitative study was to explore the thoughts and experiences of parents of children with disabilities related to the initial special education placement and the ongoing communication between parents and school professionals. Data were collected through interviews with 20 parents of children with disabilities in their initial years of service from a rural county in East Tennessee. Interviews were conducted mainly in parents' homes. Data were identified using interpretative analysis. Descriptive information about participants and their initial reactions were recorded in a journal From the findings the researcher concluded parents whose children were identified from birth to school age knew much more information about their child's disabilities; however, parents with children identified with disabilities after entering school needed a great deal more information than was provided, such as specifics on the child's disability and the process of special education implementation of the IEP. Most parents who addressed concerns to school professionals had positive outcomes, although there were communication breakdowns and conflicts before resolutions were reached. The majority of parents stated they were as actively involved in their child's school experience as they were initially; however, a few parents stated they were more involved because of conflict situations. Parents agreed that communication had increased with school professionals but more frequent and clearer communication was needed.
Download or read book Uncovering Stories written by and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Federal guidelines outline school communication with parents as a necessity throughout the special education process. The Individuals with Disabilities Education Act (IDEA) states that parents have the right to participate in their children's educational involvement, including but not limited to: Individualized Education Program Meetings (IEP), due process proceedings, and any components of evaluation and individual services provided to their child. While law mandates that schools proactively communicate with parents, in many aspects, parents may often feel disconnected from aspects of the special education process, particularly eligibility meetings (Bucknavage, 2007). Further, results of the component selections within the eligibility determination for special education may complicate the relationship between school and parents, potentially leaving parents feeling isolated, frustrated, or confused (Esquivel et al., 2008; (Buckman, 1992). This study specifically will use a parent survey to improve and inform best practices for school psychologists about investigating factors that encourage parent participation in eligibility meetings. As school professionals, it is important that parents not only participate and comprehend the entire process of special education, including potential diagnoses, but also feel empowered to advocate for the welfare of their child.The goal of this study is not to provide a comprehensive evaluation of experiences of parents and families who have completed the special education experience in schools. Rather, this study shares specific, meaningful stories of participants to illustrate potential successes and difficulties that parents may face specifically within special education eligibility meetings and the implications towards the future.
Book Synopsis Parent Reactions to Individualized Education Program (IEP) Meeting Vignettes by : Kristin Gallaway
Download or read book Parent Reactions to Individualized Education Program (IEP) Meeting Vignettes written by Kristin Gallaway and published by . This book was released on 2020 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on the emotional responses of parents of school-aged children who read a vignette describing an Individualized Education Program (IEP) meeting. The vignette used either specific or generic language to label the participants' relationship to the child who meets the eligibility criteria for Specific Learning Disability. The label used was either a specific "Your Child" description or a generic description of "A Child." Further, the vignettes were presented either with or without technical professional jargon commonly used in an IEP setting.In a pilot study, parents provided emotional response ratings for the 13 Individuals with Disabilities Education Act (IDEA) eligibility categories. Eligibility categories were rated more negatively in the Your Child condition compared to the Control condition, demonstrating the impact of label on parents' perception of IEP categories. Specific Learning Disability (SLD) was chosen as the IDEA eligibility category for use in Study 2 vignette because it is common in schools and it was not rated as emotionally negative as other eligibility categories, thus allowing a realistic but not overly negative context within which to examine the effects of label type and professional jargon on emotional reactivity and feelings of collaboration.In Study 2, four vignettes describing a child with a SLD in reading (i.e., dyslexia) were created by manipulating Label ("Your Child" vs. "A Child") and Jargon (Yes vs. No) and were divided into five blocks: (1) Identifying Concerns, outlining the reading concerns; (2) Labeling the Problem, using the name of the suspected disorder, dyslexia; (3) Assessment Methods, either specific validated and normed copywritten assessment methods in the jargon condition vs. nonspecific generic methods in the no jargon condition; (4) Qualifying for IEP, stating eligibility for an IEP because of SLD; and (5) Accommodations Proposed, describing the help to be provided. Participants rated their emotional response after each block. Participants then rated their feelings of collaboration with school personnel using a 12-item scale developed for this study. I hypothesized that parents in the "Your Child" group would report more negative emotions and lower feelings of cooperation compared to those in the "A Child" group. Further, I hypothesized that the presence of Jargon would have an impact on both emotional reactivity and feelings of cooperation relative to an IEP meeting described using everyday language.The Jargon and Label manipulations had different effects depending on the type of information in the vignette. When considering Assessment Methods, parents' emotional responses were more positive when Jargon was used compared to everyday language. The effects of jargon were evident with respect to feelings of collaboration. Parents who read vignettes without jargon reported greater feelings of collaboration than those who read vignettes with jargon. Parent reactions were also influence by whether or not they already had a child with an IEP or 504 Plan. Those with an IEP/504 Plan background reported more negative emotions and lower feelings of collaboration when presented with jargon. Participants who reported they had an immediate family history of dyslexia also responded more negatively to jargon and reported lower feelings of collaboration. Implications for practice are outlined.
Book Synopsis Family Systems Within Educational Contexts by : Rosemary Lambie
Download or read book Family Systems Within Educational Contexts written by Rosemary Lambie and published by . This book was released on 2000 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Opportunities & Challenges by : Leigh M. Manasevit
Download or read book Opportunities & Challenges written by Leigh M. Manasevit and published by . This book was released on 1997 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This AASA publication, Opportunities and Challenges, is must reading for everyone involved in educating children with disabilities. Prepared by the law firm Brustein & Manasevit, this jargon-free manual summarizes and explains major changes in IDEA and provides step-by-step instructions regarding IDEA's administrative and procedural requirements. This publication explains how the re-authorized IDEA focuses on improving results for special education students by increasing parental involvement, encouraging parents and schools to establish partnerships, and reducing paperwork and necessary costs so that educators and state and local education agencies can direct their time and energy toward effectively and efficiently serving children with disabilities.
Author :Connecticut. General Assembly. Committee on Program Review and Evaluation Publisher : ISBN 13 : Total Pages :95 pages Book Rating :4.:/5 (756 download)
Book Synopsis Special Education in Connecticut by : Connecticut. General Assembly. Committee on Program Review and Evaluation
Download or read book Special Education in Connecticut written by Connecticut. General Assembly. Committee on Program Review and Evaluation and published by . This book was released on 1972 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parent-professional Collaboration in Special Education by : Short. Nichole L.
Download or read book Parent-professional Collaboration in Special Education written by Short. Nichole L. and published by . This book was released on 2012 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to obtain information on relationships between professionals in schools and parents of students with disabilities who meet criteria to qualify for an Individual Education Plan (IEP) through the school's special education program. Research looked to explore perceptual differences in the designing, implementing, and evaluating of a student's special education. It also explained the role of parents in their child's education, the benefits of parental involvement and collaboration, and barriers to a successful parentprofessional relationship. The importance of bridging a connection between educators and parents was emphasized through information from federal law. In conclusion, suggestions were made to help parents and professionals strengthen their working relationship by addressing barriers and creating opportunities for collaboration. Recommendations were also made for future research, specifically focusing on student perspectives and comparing perceptions of parents of general and special education children.
