Initiating and Engaging Partnerships: Using the individualized education program (IEP) process

Attendance rates of guardians of students with mental disabilities, autism, and deaf/blindness at annual Individualized Education Program (IEP) meetings were investigated. The population examined was guardians of students that attended the county-wide school, the John S. Charlton Program, in Kent County, Delaware, during the 2004-2005 school year. By reviewing ex post facto data, regarding IEP documentation, comparisons were made of the attendance rates of guardians of students with autism versus the attendance rates of guardians of students with a mental disability. To further explain why guardians do or do not attend, guardians were given questionnaires to complete in regards to perceptions of annual IEP meetings and a few guardians participated in an interview. A total of 175 IEPs were reviewed. 138 guardians were present out of the 175 IEP meetings held. Of the 51 meetings held for students with autism, 43 had a parent present for the meeting. For the 120 IEP meetings held for students with a mental disability, 92 had a parent present for the meeting. Even though the percentage rate for parental attendance was higher for students with autism, there was not a statistical significance, through a Chi Square Analysis, between the attendance rates of the parents of students with autism and of the parents of students with a mental disability. Questionnaires were sent out to 171 guardians and 40 returned with responses. To follow up with responses indicated on the returned questionnaires, interviews were conducted with six respondents to gather data on items indicating a negative response toward IEP meetings. Through the questionnaires and interviews, the researcher found themes that emerged in regards to how the IEP process includes or does not include the parent and their understanding of how the process works. The information gained from this research will be used to add goals to the school's improvement plan. Ultimately, the information gleaned from this research will be used to increase parental involvement in and understanding of the IEP process.