This study investigated parents' participation in and perceptions of the conference on initial placement and the Individual Education Plan (IEP) and their knowledge regarding the decisions made during the conference. Twenty-six conferences were observed for children referred for possible learning disabilities. Observational data included the time parents spent asking questions, commenting, and responding to other team members. The number of parental questions and responses was also recorded. Immediately following the conference, parents participated in a structured interview. Observational data suggest that the majority of parents asked few questions and responded little during the conferences. However, interview data indicated that for the most part parents were satisfied with the conferences and had no further questions. Results are discussed relative to the intent of P.L. 94-142 and research on the IEP conference that was conducted soon after enactment of the law. A retrospective look at the law that mandated parent involvement and implications for future policy are presented.

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The labeling of a child as “learning disabled” is a social event. The context within which this label is given is little understood, yet it does have an impact on the justification and process by which the label is given. The ecology of the labeling process and the implications for educational practice are examined.