Perceptions of parents of students with autism towards the IEP meeting: A case study of one family support group chapter

This case study investigated parental perceptions of students with autism towards the IEP meeting from one family support group chapter in the north Texas area. Participants were asked to share their experiences of previous IEP meetings and to provide input regarding not only measures that school districts may take towards improving IEP meetings, but actions that parents can take to serve as better advocates for their children. Findings revealed that parents believed that educators did not value par-ents as equals, properly adhere to IEP objectives to facilitate student success, and routinely train families regarding special education law. Findings should not be generalized across the entire population of students receiving special education ser-vices. Further investigation into parental perceptions among different disability categories, school districts, regions, and other family support groups are suggested. The individualized education program (IEP) was the primary component of Part B of the Education for All Handicapped Children Act of 1975 and has maintained importance through the reauthorization of IDEA 2004. The IEP serves to direct and monitor all components of a student's spe-cial education program. These components include educational needs, goals and objec-tives, placement, evaluation criteria, present levels of educational performance, and duration of programming modifications. (Drasgow, Yell, & Robinson, 2001; H. Res. 5,1997). The IEP functions as the blueprint for the delivery of services to be provided for students receiving special education services, as IEP regulations identify meet-ing dates, parental and student consent and accountability, as well as responsibilities of educational agencies (Huefner, 2000). Despite the fact that parent participation is mandated by law, legislation alone is not enough to get parents involved in school