Parents’ Experiences with the IEP Process - Considerations for Improving Practice

Oct 15, 2026

Uploaded by Margaret

Parents’ experiences with the IEP process are central to understanding how collaboration can shape special education outcomes. Drawing on literature from studies published after 2004, the document reviews findings about parents’ perceptions of IEP meetings and the parent-school relationship. It examines how some families report being treated as valued contributors, while others describe confusion, intimidation, and dissatisfaction, and then identifies recommendations for improving parent involvement and meeting practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Parents’ Experiences

Overview of legal and collaborative context

Summary of reviewed studies

Parents’Experiences with the IEP Process Considerations for Improving Practice John W. Reiman, Ph.D., Laura Beck, MLIS, Teresa Coppola, B.A. and Anita Engiles, J.D. Center for Appropriate Dispute Resolution in Special Education (CADRE) Eugene, Oregon April 2010 CADRE is funded by Published by CADRE Helping Parents and Educators Create Solutions That Improve Results for Students with Disabilities This document was developed by CADRE, a project of Direction Service pursuant to Cooperative Agreement CFDA H326D080001 with the Office of Special Education Programs, United States Department of Education. The opinions expressed herein do not necessarily reflect the position or policy of the United States Department of Education. The text of this document is in the public domain and may be reproduced in its entirety or portions thereof for noncommercial use without prior permission if the authors and their organizations are cited. Upon request, this publication will be made available in alternate formats. This document is also available at the CADRE Web site: [http://www.directionservice.org/cadre/](http://www.directionservice.org/cadre/) CADRE is a project of P.O. Box 51360 Eugene, OR 97405-0906 541-686-5060 voice 541-686-5063 fax [cadre@directionservice.](cadre@directionservice.org)[org](cadre@directionservice.org)[ ](cadre@directionservice.org)[www.directionservice.](www.directionservice.org/cadre)[org](www.directionservice.org/cadre)[/cadre](www.directionservice.org/cadre) CADRE Partners Direction Service, Inc. [www.directionservice.or](www.directionservice.org)[g](www.directionservice.org) The Technical Assistance ALLIANCE for Parent Centers at Pacer Center [www.taalliance.or](www.taalliance.org)[g](www.taalliance.org) National Association of State Directors of Special Education [www.nasdse.or](www.nasdse.org/home.htm)[g/](www.nasdse.org/home.htm)[home.htm](www.nasdse.org/home.htm) National Dissemation Center for Children with Disabilities [www.nichcy.or](www.nichcy.org)[g](www.nichcy.org) [Mediate.com](Mediate.com) Resourceful Internet Solutions, Inc. [www.mediate.com](www.mediate.com) | Parents’Experiences with the IEP Process Considerations for Improving Practice
John W. Reiman, Ph.D., Laura Beck, MLIS, Teresa Coppola, B.A. and Anita Engiles, J.D.
Center for Appropriate Dispute Resolution in Special Education (CADRE)
Eugene, Oregon
April 2010
| | | --- | --- | | CADRE is funded by | | Since 1975 active parent participation in all aspects of educational programming for students receiving special education services has been legally mandated, initially with the Education for All Handicapped Children Act (PL 94-142), then in 1990 with the Individuals with Disabilities Education Act (IDEA) (PL 102-119), and most recently with the 1997 and 2004 versions of IDEA (PL 105-17, PL 108-446). Through each reauthorization of IDEA, the individualized education program (IEP) component has continued to direct student educational goals and objectives, placement, and evaluation criteria, as well as standards for educational performance and duration of programming modifications for special education services (Drasgow, Yell, & Robinson, 2001). The IEP meeting between educators and parents is the focal point for collaboration in the development of an educational plan. The quality of this collaboration is a significant determinant of the effectiveness of special education programs. Successful implementation of the IEP depends on all stakeholders’ viewing themselves as valued contributors. Given the central and determinative role of the parent-school relationship, it is imperative that professionals in the field of special education reflect upon and learn from the experiences of all IEP meeting participants. By shedding light on the perspectives of parents and schools, we further an understanding of how each views the special education process and from this we gain insight that is vital

FAQs

Why does the IEP meeting matter for improving special education practice?

The IEP meeting is the focal point for collaboration between educators and parents, and its quality strongly affects how effective special education programs are. Successful implementation depends on all stakeholders viewing themselves as valued contributors.

What do some studies report about parents’ overall IEP experiences?

One survey study found most parents described their overall IEP experiences as positive, believing educators valued their input, treated them with respect, and considered them equal decision makers.

What kinds of negative experiences are described by parents in other studies?

Interviews and earlier research report confusion during the initial IEP meeting, heightened concern, dissatisfaction, and instances where parents describe being intimidated or treated badly, including accusations or blame connected to children’s academic and behavioral difficulties.

Oct 15, 2026

Uploaded by Margaret