Parents as Equal Partners: Balancing the Scales During IEP Development

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marcia L. Rock, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Fifteen years ago, as a beginning special education teacher, I was proud of the preparation I had received in developing individualized education programs (IEPs). I was confident in my knowledge and skills and spent long hours after school and on weekends creating detailed IEPs for my students. I conferenced extensively with parents regarding the wonderful educational programs I had created for their children. The parents nodded and smiled in agreement. In fact, they were quite appreciative. Yet they said little about their child. At the time, I was perplexed and often bewildered about their reluctance to contribute to the dialogue. In retrospect, how could they have responded any differently? I was the one monopolizing the discourse.

Additional Information

Teaching Exceptional Children, 32 (6), 30-37.
Language: English
Date: 2000
Special education, Individualized education programs, Children with disabilities, Parents

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