Parent Perspectives of Their Involvement in IEP Development for Children With Autism

Authors

Jennifer A. Kurth, The University of KansasFollow
Hailey Love, University of Nevada, Las VegasFollow
Jody Pirtle, Montana State University

Document Type

Article

Publication Date

4-17-2019

Publication Title

Focus on Autism and Other Developmental Disabilities

First page number:

1

Last page number:

11

Abstract

The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.

Keywords

Parent satisfaction; Collaboration; Educational decision-making

Disciplines

Disability and Equity in Education | Educational Psychology

Language

English

Repository Citation

Kurth, J. A., Love, H., Pirtle, J. (2019). Parent Perspectives of Their Involvement in IEP Development for Children With Autism. Focus on Autism and Other Developmental Disabilities 1-11.
http://dx.doi.org/10.1177/1088357619842858