Parental Involvement in Their Child\u27s Individualized Education Program Process and Student Progress as Measured by Reading Fluency – A Correlational Analysis

Research is needed to identify the positive impact parental involvement has on student achievement. Peterson & Cooper (1989) stated that sharing common goals and responsibility for student success is paramount in the relationship between family and school. The purpose of this correlational, survey research study was to determine how parental involvement, as measured by survey data, in the Individualized Education Program (IEP) process affects mastery of the student’s reading fluency goal for students who have qualified for special education services. The study also determined if parent demographics impact mastery of the student’s reading fluency goal. The discussion of the results will highlight implications for school districts in identifying and acknowledging the correlation between literacy and parent participation. Ninety-four parents completed a survey that included demographic information as well as questions focused on their knowledge of special education. There was a positive correlation found between frequent parent and special education case manager contacts throughout the school year and student mastery of their reading fluency goal. Of the participants, 85% stated they felt very comfortable asking their child’s special education case manager questions regarding special education. Even given the parents’ comfort level with asking questions, the special education case manager survey reported that only 17% of parent participants actively participated in the IEP meeting. This highlights an opportunity for school districts to consider parent trainings on the topic of special education. Increased knowledge of special education will empower parents to more meaningfully participate in the creation and implementation of their child’s IEP