Welcome to Open Science
Contact Us
Home Books Journals Submission Open Science Join Us News
Iranian Parents’ Knowledge and Satisfaction Experiences Regarding Their Children IEP Process and Communication with School Staff
Current Issue
Volume 3, 2016
Issue 1 (January)
Pages: 1-8   |   Vol. 3, No. 1, January 2016   |   Follow on         
Paper in PDF Downloads: 41   Since Aug. 17, 2016 Views: 1386   Since Aug. 17, 2016
Leila Ghaedi, Faculty of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
Azlina Binti Mohd Kosnin, Faculty of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
Ahmad Abedi, Department of Psychology and Education of Children with Special Needs, Faculty of Psychology and Educational Sciences, University of Isfahan, Isfahan, Iran.
The purpose of this study was to examine Iranian parents’ level of knowledge with the IEP process and their satisfaction experiences regarding their child’s Individualized Education Program (IEP) process and communication with school staff. Data were collected in four regions of Iran, Isfahan, using an explanatory sequential mixed methods design. Among the 124 parents contacted, 52 filled in the questionnaire and 26 parents were agreed for face-to-face interview. This work consisted of two main themes related to the parental knowledge and satisfaction experiences with IEP process. The result revealed that the majority of parents believed that they had fully understanding regarding their children IEP process. It should be mentioned, most of parent of children 10-13, 11-14 and 12-15 years old reported had higher amount of knowledge with the IEP process compared to the parents of 7-10 and 8-11 years old. In addition, it was revealed that the majority of parents had high to moderate level of satisfaction, while the minority of parents stated the low level of satisfaction of IEP process and their communication with school staff. However, low level of satisfaction was observed for parents of children 11-14 and 12-15 years old.
Parental Satisfaction, Special Education, Individualized Education Program, Communication, Services
Lo L., (2008) Chinese families' level of participation and experiences in iep meetings. Preventing School Failure: Alternative Education for Children and Youth, 53: 21-27.
Drasgow, E., Yell, M. L., & Robinson T. R., (2001) Developing legally correct and educationally appropriate IEPs. Remedial and Special Education,. 22: 359-373.
Fish W. W., The IEP Meeting: Perceptions of parents of students who receive special education services. Preventing School Failure, 2008. 53: 8-14.
Leiter V., & Krauss M. W., (2004) Claims, barriers, and satisfaction parents' requests for additional special education services, Journal of Disability Policy Studies. 15, 135-146.
Turnbull A. P., Turnbull H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A., (2011) Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. 6th edition. Boston, MA: Pearson.
Burke M. M., (2016) Effectiveness of parent training activities on parents of children and young adults with intellectual or developmental disabilities. Research and Practice in Intellectual and Developmental Disabilities, DOI:10.1080/23297018.2016.1144076.
Turnbull R. H., & Turnbull A. P., (2003) Reaching the ideal. Education Next, 3: 32-37.
Fishman, C. E. (2011). Motivations for Involvement; An empirical test of parents of students with disabilities (Doctoral dissertation).
Stroggilos V., & Xanthacou Y., (2006) Collaborative IEPs for the education of pupils with profound and multiple learning difficulties. European Journal of Special Needs Education, 21: 339-349.
Kima Y. M., Sugawarab A. I. & Kimc G. (2000) Parents’ perception of and satisfaction with the eligibility assessment of their children with special needs. Early Child Development and Care, 160: 133-142.
Beck D. E., Maranto R., & Lo W. J., (2014) Determinants of student and parent satisfaction at a cyber charter school. The Journal of Educational, 107: 209-216.
Cebe J., (1996) Parent satisfaction with special education services in preschools (Doctoral dissertation).
Friedman B. A., Bobrowski P. E., & Geraci J., (2006) Parents’ school satisfaction: Ethnic similarities and differences. Journal of Educational Administration, 44: 471-486.
Laws G., & Millward L., (2001) Predicting parents’ satisfaction with the education of their child with Down’s syndrome. Educational Research, 43: 209-226.
Renty, J., & Roeyers H., (2006) Satisfaction with formal support and education for children with autism spectrum disorder: The voices of the parents. Child: Care, Health, and Development, 32: 371-385.
Tizard J., (2002) Collaboration between teachers and parents in assisting children’s reading. British Journal o f Educational Psychology, 52: 1-15.
Samadi S. A., et al., (2013) Parents’ reports of their involvement in an Iranian parent-based early intervention programme for children with ASD. Early Child Development and Care, 183: 1720-1732.
Childs J., (2000) Parental satisfaction with special education. Journal of Undergraduate Research, 2: 1-5.
Martin J. E., (2006) Parent satisfaction with the preschool special education program in the corona norco unified school district (Doctoral dissertation).
Livingstone E., (2008) Parental perception of satisfaction and understanding of special education services (Doctoral dissertation).
Hamblin-Wilson C. & Thurman S. K., (1990) The transition from early intervention to kindergarten: Parental satisfaction and involvement. Journal of Early Intervention, 14: 55-61.
Hunt P, & Goetz L., (1997) Research on inclusive educational programs, practices and outcomes for students with severe disabilities. The Journal of Special Education, 31: 3-29.
Duhaney L. M. G., & Salend S. J., (2000) Parental perceptions of inclusive educational placements. Remedial and Special Education, 21: 121-128.
Gray K. F. (2005). An examination of the relationship between parent satisfaction with IEP meetings and student academic achievement (Doctoral dissertation).
McDonnell J. J., (1987) The integration of students with severe handicaps into regular public schools: An analysis of parent’s perceptions of potential outcomes. Education and Training in Mental Retardation, 22: 98-111.
Collins B. C., (1995) The integration of students with severe or profound disabilities from segregated schools into regular public schools: An analysis of changes in parent perceptions. Journal of Developmental and Physical Disabilities, 7: 51-65.
Bitterman A., Daley T. C., & et al., (2008) A national sample of preschoolers with autism spectrum disorders: special education services and parent satisfaction. Journal of Autism and Developmental Disorders, 38: 1509-1517.
Rattaz, C., Ledesert, B., & et al., (2014) Special education and care services for children, adolescents, and adults with autism spectrum disorders in France: Families’ opinion and satisfaction. Autism, 18: 185-193.
Creswell J. W., (2007) Qualitative inquiry and research design: Choosing among five approaches (2nd ed.) Thousand Oaks,. CA: Sage.
Marshall J, & et al., (2008) Communication is everything I think.' Parenting a child who needs Augmentative and Alternative Communication (AAC). Int J Lang Commun Disord, 43: 77-98.
Creswell J. W., & et al., (2011) Designing and Conducting Mixed Methods Research. SAGE.
Patton M. Q., (2002) Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Spann S. J., Kohler F. W., & et al., (2003) Examining parents’ involvement in and perceptions of special education services: an interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18: 228-237.
Howe N., Jacobs E., & et al., (2013) Canadian parents’ knowledge and satisfaction regarding their child’s daycare experience. Journal of Early Childhood Research, 11: 133-148.
Summers J. A., Hoffman L., Marquis J., Turnbull A. P., Poston, D., & Nelson, L. L., (2005) Measuring the quality of family-professional partnerships in special education services. Exceptional Children, 72: 65-80.
Salembier G. & K. S. Furney., (1997) Facilitating participation: Parents’ perceptions of their involvement in the IEP transition planning process. Career Development for Exceptional Individuals, 20: 29-42.
Vaughn S, Harrell J. E, & Lasky B. A., Parent participation in the initial placement IEP conference ten years after mandated involvement. Journal of Learning Disabilities, 1988. 21: 82-89.
Leyser Y., (1985) Parent involvement in school: A survey of parents of handicapped students. Contemporary Education, 57: 38-43.
Meyers. C. E. & Blacher. J., (1987) Parents' perceptions of schooling for severely handicapped children: Home and family variables. Exceptional Children, 53: 441-449.
Rouleau I., (2007) Exploratory study of the effects of parent training on increasing Hispanic/Latino parents’ understanding, participation and satisfaction with the individual education program meeting (Doctoral dissertation).
Witt J. C., Miller C. D., & et al., (1984) Effects of variables on parental perceptions of staffings. Exceptional Children 51: 27-32.
Hughes M. T, Valle-Riestra D. M, & et al., (2008) The voices of latino families raising children with special needs. Journal of Latinos and Education, 7: 241-257.
Lynch E. W. & Stein R., (1987) Parent participation by ethnicity: A comparison of Hispanic, Black and Anglo families. Exceptional Children, 54: 105-111.
Shriver M. D. & Kramer J. J., (1993) Parent involvement in an early childhood special education program: A descriptive analysis of parent demographics and level of involvement. Psychology in the Schools, 30: 255-263.
Szu-Yin Chu., (2014) Perspectives of teachers and parents of chinese american students with disabilities about their home-school communication. Preventing School Failure: Alternative Education for Children and Youth, 58: 237-248.
Goldstein S., Strickland B., & et al. (1980) An observational analysis of the IEP conference. Exceptional Children, 46: 278-286.
Fish, W. W., Perceptions of parents of students with autism towards the IEP meeting: A case study of one family support group chapter. Education and Training in Mental Retardation, 2006. 127: p. 56-68.
Fitzgerald J. L., & Watkins M. W., (2006) Parents’ rights in special education: The readability of procedural safeguards. Exceptional Children, 72: 497-510.
Simpson R. L., (1996) Working with parents and families exceptional children and youth: Techniques for successful conferencing and collaboration (3rd ed.). Austin, TX: Pro-Ed.
Gray K. F., (2005) An examination of the relationship between parent satisfaction with iep meetings and student academic achievement (Doctoral dissertation).
Olson L., (1999) ETS analysis tracks parent dissatisfaction. Education Week., 19: 27.
Falbo, T., (2003) Parent satisfaction with school quality. Austin: University of Texas Press.
Himmelstein S., Graham S, & et al., (1997) An attributional analysis of maternal beliefs about the importance of child-rearing practices. Child Development 62: 301-311.
Levine P. & Wagner M., (2004) Parents’ perceptions of students’ school, teacher, and school programs. In U. S. Department of Education Office of Special Programs (Ed.). Special education elementary longitudinal study. Menlo Park, CA: SRI International.
Engler, J. R., (2005) The effects of a parent component as part of an IEP on parental involvement (Doctoral dissertation).
Habing M., (2004) The individualized education plan: parental satisfaction and involvement (Doctoral dissertation).
Salisbury D., (1997) The learning gap: Why our schools are failing. Educational Policy, 11: 286-308.
Matthews, M. L., (1998) Individualized education program (IEP) involvement a study of communication attempts, participant attendance, and other IEP meeting logistics (Doctoral dissertation).
Miles-Bonart, S., (2002) A look at variables affecting parent satisfaction with IEP meetings. Unpublished doctoral dissertation, New Mexico State University, Las Cruces. Dissertation Abstracts International, 62: 975.
Open Science Scholarly Journals
Open Science is a peer-reviewed platform, the journals of which cover a wide range of academic disciplines and serve the world's research and scholarly communities. Upon acceptance, Open Science Journals will be immediately and permanently free for everyone to read and download.
Office Address:
228 Park Ave., S#45956, New York, NY 10003
Phone: +(001)(347)535 0661
Copyright © 2013-, Open Science Publishers - All Rights Reserved