Effects of Variables on Parental Perceptions of Staffings

Abstract

This study explored the relationship between parental satisfaction with special education IEP staffings and six variables. Together the six variables accounted for 78% of the variance in satisfaction. Simply allowing enough time for a staffing accounted for the most variance. In addition, the following three variables also had a statistically significant impact on satisfaction: (a) input from a number of people to formulate a good educational program, (b) attribution of blame to sources other than the parents, and (c) amount of parent participation. Preparing parents for what to expect, and the number of people present at a staffing had relatively minor, though statistically significant, contributions to the total explained variation in satisfaction. Strategies are discussed for improving parental satisfaction with staffings.

Involved Parents' Perceptions of Their Experiences in School-Based Team Meetings

“…This parent perception is consistent with that of professionals who perceive a need for improved communication and cooperation to make the team process more effective (Fleming & Monda-Amaya, 2001;Gallagher & Malone, 2005). Both parent and professional contributions have been linked to parental satisfaction (Witt et al, 1984).…”

“…Other research has similarly indicated that parents are generally satisfied with team meetings, despite relatively low levels of participation (e.g., Goldstein, Strickland, Turnbull, & Curry, 1980;Witt, Miller, McIntyre, & Smith, 1984). According to Witt et al, sufficient parental participation results in greater parent satisfaction, but so do other factors, including sufficient meeting time, sufficient professional contribution to developing the IEP, and meetings with professionals who do not blame parents for their children's problems.…”

Involving Culturally Diverse Parents in Transition Planning

“…With the passage of PL 94-142, the expectation for parent involvement in the education of students with disabilities shifted from one in which parents were viewed as passive providers of information and acceptors of professional decisions to one in which they have been exhorted to participate actively with professionals in making the educational and service-related decisions that define their children's school programs (Hoover-Dempsey, Bassler, & Brissie, 1987;Turnbull & Turnbull, 1982;Witt, Miller, McIntyre, & Smith, 1984). More recently, conceptualizations of parent participation have been further expanded by amendments to the Education of the Handicapped Act (PL 101-476) which mandate that IEPs must specify needed transition services for students with disabilities.…”

Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence

“…The results of these studies indicated little interExceptional Children action by parents when they attended the IEP meeting, with parents being perceived by school professionals as recipients of information. Despite this passive role, parents have generally been satisfied with the IEP conference and its outcomes (Witt, Miller, McIntyre, & Smith, 1984).…”