The purpose of this study was to assess the perceptions of special education teachers regarding parent participation during the IEP conference. More specifically, teachers' perceptions of parent participation during the IEP conference, previous training, as well as specific training needs as it relates to the special education teachers' role in facilitating the IEP conference were explored. Additionally, teacher perceptions of recommendations to rectify poor parent participation during the IEP conference within inclusive education were assessed. METHOD. To achieve the purpose of this study, the researcher designed a Likert-type questionnaire. The population involved in this study was comprised of special education teachers from an intermediate school district in Southeast Michigan, who are participating in inclusive education. Subsequent to administrative and school board approval, the researcher collected completed questionnaires at the close of a special education meeting in person to enhance the return rate. Data obtained from the questionnaires were presented via percentages. Findings. 1. Special education teachers perceive that parents are not active and equal participants at the IEP conference. Parents do not participate in the decision making and writing of the IEP. 2. While special education teachers have received some training, there are missing components or "gaps" in specific areas of teacher training which are equally critical to effectively working with parents, communicating, and facilitating the IEP conference. 3. Special education teachers perceive a need for teacher training in all skill areas relevant to working with parents, communicating, and skills pertaining to the special education teachers' role as conference facilitator. 4. Special education teachers generally perceive that inclusive education has positively impacted the IEP process. While teachers perceive that inclusive education could be the juncture to improving the IEP process, teacher training is perceived as a more effective means to improve parent participation at the IEP conference. Conclusion 1. The issue of poor parent participation at the IEP conference has yet to be ameliorated and prevails within inclusive education. 2. Special education teachers lack training in specific skill areas related to their role as IEP conference facilitator within inclusive education, and recognize that teacher training is needed to enhance parent participation at the IEP conference. 3. The inclusive education reform movement provides a good opportunity to make needed changes in IEP conference procedures. / Ed. D.

Research has demonstrated much evidence for the positive effect of parent involvement on academic achievement in children (Jeynes, 2003, 2007; Hoover-Dempsey, Walker, Sandler, Whetsel, Green, Wilkins, & Closson, 2005; Fan & Chen, 2001; Griffith, 1996). As children from low income and ethnic minority families are at the greatest risk for academic failure, it is important to study the processes that lead parents to become involved within at-risk populations. A comprehensive model such as the one proposed by Hoover-Dempsey and Sandler (1995, 1997) provides a map of important constructs to study. Research using this model appears promising as a way to conceptualize the processes that lead to parent involvement (Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, 2005). However, there are few studies that have tested this model with minority populations, and none that have focused on a primarily Latino population. Parent involvement research indicates inconsistent findings regarding the role of family background variables in the process of parent involvement (Ho & Willms, 1996; Griffith, 1998). The purpose of this study was to examine the effects of parent perceived invitations for involvement on parent involvement behavior with a primarily low-income, urban, Latino population. Two levels of the Hoover-Dempsey and Sandler model were tested: parent perceived invitations for involvement (child invitations, school invitations, and teacher invitations) and parent involvement behavior (home-based and school-based). Child invitations and teacher invitations were both found to be important types of invitation for total parent involvement (home-based and school-based combined). Home language, employment status, and parent education level moderated the effect of child invitations on total parent involvement. When parent involvement was differentiated into home-based and school-based involvement as separate dependent variables, child invitations had a significant effect on both types of involvement. Home language, employment status, and parent education level moderated the effect of child invitations on home-based parent involvement. For this population, child invitations for involvement appear to be the most important means to invite parent participation. Future research should continue to investigate the utility of Hoover-Dempsey and Sandler’s model of parent involvement with specific ethnic groups, and consider family background variables due to their potentially moderating role. / text

Caregivers of children with autism will likely meet with many school professionals once their children become school-aged. These meetings can be intimidating for caregivers who are unfamiliar with special education terminology and protocol, and caregivers may feel ineffective when communicating with school personnel. The purpose of this study is to describe a training curriculum to teach caregivers ways in which to communicate during meetings with school professionals, including the kinds of questions to ask/statements to make and when to ask or make them. A detailed overview of the training procedures, the participants, and the outcomes are described here. Preliminary data suggest the training produced increases in communication skills and that caregivers found the training effective and useful.