Teachers as Parents, Parents as Children: What's Wrong With This Picture?

Garriott, Pamela Pruitt; Wandry, Donna; Snyder, Lynne

doi:10.1080/10459880109599814

Cited by 31 publications

(27 citation statements)

References 8 publications

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“…The parents indicated that they had poor relationships with professionals, lacked information about the planning process, and believed that professionals exerted excessive control over the process. Garriott et al (2000) also conducted a similar study on parental involvement and satisfaction in the PPP planning conference. Researchers used both a questionnaire and open-ended questions.…”

Section: Parental Involvementmentioning

confidence: 99%

“…Research has indicated, however, that parents are often allocated to a passive role in the PPP process (Garriott et al, 2000). Lusthaus, Lusthaus, & Gibbs (1981) investigated parents' positions regarding the roles they play and would like to play in the PPP decision-making process.…”

Section: Parental Involvementmentioning

confidence: 99%

“…The role of parents in the development of the PPP has been open to numerous interpretations (Garriott, Wandry, & Snyder, 2000).…”

Section: Personal Program Plan (Ppp) Processmentioning

confidence: 99%

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Physical Education for Students with Spina Bifida: Mothers’ Perspectives

Goodwin

2007

Adapted Physical Activity Quarterly

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The purpose of this study was to gain an understanding of mothers' perspectives of their children's experiences in inclusive physical education. It describes the value mothers placed on physical education, the meaning they ascribed to their children's physical education experiences, the role of the Personal Program Plan (PPP) in mother's communication with the school, and the other means of communication they used to share their thoughts about children's participation. The stories of mothers of elementary (1 boy, 3 girls) and secondary (2 boys, 1 girl) aged children with spina bifida were collected and analyzed using the hermeneutic phenomenological methods of semistructured interviews, artifacts, documents, and field notes. The thematic analysis revealed three themes: A Good Thing But…, Connection to Disability Sports, and Beyond the Curriculum. Peters ' (1996) model of disablement provided the conceptual framework for the interpretation of the findings.iii ACKNOWLEDGEMENTS As I come to the end of another chapter in my life, I am aware that I owe a debt of gratitude so many persons who helped and supported me in completing this thesis.

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Section: Parental Involvementmentioning

confidence: 99%

Section: Parental Involvementmentioning

confidence: 99%

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Physical Education for Students with Spina Bifida: Mothers’ Perspectives

Goodwin

2007

Adapted Physical Activity Quarterly

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“…Research on the role of Mexican American families (Salas, 2004), Chinese American families (Lo, 2008), and families from a range of racial/ethnic groups (Fish, 2008;Garriott, Wandry, & Snyder, 2000 Zeitlin & Curcic, 2013) all indicated that while parents frequently attend IEP meetings, they are often not provided the opportunity to make significant contributions to the content of their children's IEPs. A study of teacher-directed IEP meetings had similar findings.…”

Section: Dynamics Of Iep Meetingsmentioning

confidence: 99%

The Development of Individualized Education Programs

Blackwell

Rossetti

2014

Sage Open

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There are more than 6.6 million students with disabilities in U.S. public schools who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs) that have been developed and are being implemented at any given time. Each IEP represents real cost in educational opportunity, relationship building between families and schools, time, and resource allocation. Given this information, it is important to examine what we have learned from research on the development of IEPs, and to begin charting a new direction for research and practice related to IEP development. This literature review examines published, peer-reviewed research studies that have examined IEP development since the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA). The review concludes with a discussion of how findings from previous research on IEP development can inform future research agendas, educator practice, and federal and state policies.

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“…Research has demonstrated that school districts often struggle to meet the procedural and substantive requirements of special education law (Drasgow et al, 2001), including the provision that stipulates that parents should be included as participants in the educational decision-making process (Fish, 2008;Garriott, Wandry, & Snyder, 2000;Lo, 2008;Salas, 2004;Wagner, Newman, Cameto, Javitz, & Valdes, 2012;Zeitlin & Curcic, 2014). In instances in which conflicts arise between parents and school personnel regarding the development of IEPs or the implementation of education services, IDEA (2004) outlines a process for dispute resolution.…”

mentioning

confidence: 99%

A Longitudinal Study of Special Education Due Process Hearings in Massachusetts

Blackwell

Blackwell²

2015

Sage Open

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Of the three formal dispute resolution procedures provided by the Individuals With Disabilities Education Act of 2004(IDEA), due process hearings are the most costly in terms of time, fiscal resources, and impact on relationships between school personnel and parents. This study examined 258 due process hearings held over the past 8 years in Massachusetts to examine the characteristics of students at the center of these disputes, the issues that were addressed in the hearings, and the representation utilized by parents and school districts. The findings from this study indicated that (a) Massachusetts school districts utilized attorney representation and won due process hearings at notably higher levels than parents, and (b) the most frequently addressed issues at due process hearings were Individualized Education Program (IEP) development/ implementation and educational program placement, which are issues that represent the core mandate of IDEA to provide a free appropriate public education in the least restrictive environment (34 C.F.R. §300.300, 300.550). The authors present recommendations for policy actions and areas for future research.

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Teachers as Parents, Parents as Children: What's Wrong With This Picture?

Cited by 31 publications

References 8 publications

Physical Education for Students with Spina Bifida: Mothers’ Perspectives

Physical Education for Students with Spina Bifida: Mothers’ Perspectives

The Development of Individualized Education Programs

A Longitudinal Study of Special Education Due Process Hearings in Massachusetts

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