Federal policies and laws as well as research in the area of self-determination have encouraged meaningful student involvement in the IEP process for over twenty years. Active student involvement in the IEP process allows for students to practice important self-determination skills in an applied setting and to be meaningful participants in their education. The purpose of this literature review is to establish what constitutes meaningful student involvement in the IEP process and identify evidence-based practices for increasing meaningful student involvement. / text

This study attempted to improve upon previous qualitative research by conducting a large scale, quantitative study on the parental experience in special education. 76 parents of children receiving special education services were surveyed regarding their communication with school personnel, the focus of their child’s education, involvement in the IEP meeting, and satisfaction. It was found that parental perception of involvement did not predict active IEP involvement, more communication with school personnel, more satisfaction with services received, or the belief the child is benefiting. An active role in the IEP meeting, though, did predict more satisfaction with the last IEP meeting, more satisfaction with the time the child spends in the educational setting, and the parent believing the child is benefiting. Other findings include the focus of the child’s education changing depending on the age of the child, and that leading the IEP discussion has no relationship to perceived parental involvement or active IEP involvement. Conclusions can be made that parental perception does not result in what is actually happening and that an active parental role in the IEP meeting benefits the child the most.

The focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD) committee meeting. A mixed methods approach was used to answer the research question: Which resource plays a stronger role in the preparation of novice teachers for their first ARD meeting, previous college preparation courses, involvement in a mentoring program, or a Mock ARD Training Video specific to the district’s current expectations of an ARD meeting? This study incorporated pre- and post-surveys and interviews with novice teachers in various departments and grade levels after participating in their first ARD committee meeting. Due to the small sample size available of novice special education teachers in the district in one school year (three in 2012-2013), this study involved both general education and special education novice teachers during the 2012-2013 school year. Based on the findings of this study, recommendations were made to the district to address the identified areas of continued need as they apply to the ARD meeting process.

The purpose of the study was to investigate how parents of students with autism perceived individualized education program (IEP) meetings. I determined factors that contributed to the belief held by parents that their children were or were not being properly served by IEP meetings. Parental relationships with educators, IEP meeting experiences, IEP outcomes, and treatment by educators were revealed through participant input. Parents were asked to share their experiences of previous IEP meetings. Additionally, parents provided input regarding practices that school districts could take to improve IEP meetings, and actions that parents could take to serve as better advocates for their children. Research findings indicated that parents did not perceive themselves as being treated as equals during IEP meetings. Parents believed that their input was not valued or welcomed by educators. Not having an equal voice toward their child's education prevented parents from positively influencing outcomes in their child's IEP meetings in terms of obtaining quality services and building positive relations with educators. Parents further revealed that educators failed to implement proper IEP protocol. According to parents, student objectives agreed upon in IEP meetings were often not always fully implemented for students receiving special education services. Research findings concluded that parents new to the IEP process often experienced difficulty understanding special education law, and were unaware of services that school districts should provide for their children.Suggestions for improving IEP meetings include: educators valuing parents as equal partners during IEP meetings, educators properly adhering to IEP objectives set forth in IEP meetings, and both educators and parents taking measures to becoming more knowledgeable of special education law and the IEP process.