| Abstract: | As key members of the Individualised Education Program (IEP) team and strong child advocates, parents play a critical role in special education. In this study, we sought to understand a crucial, yet underexamined, aspect of special education – parent perceptions regarding student participation in IEP development. Specifically, we asked parents how schools could better support student involvement in the IEP process, including IEP meetings. Participants included 646 parents of students with disabilities aged 5–21 years currently receiving special education services across the United States. Constant comparative analysis was used to code data. Qualitative coding revealed four major themes, including: (1) promoting an active student role, (2) supportive school staff, (3) making changes to IEP meetings and (4) considerations and concerns regarding student participation. Implications for practice and policy are discussed. |
