This research study investigates the experiences of educators, parents, and students diagnosed with pervasive developmental disorder (PDD) throughout the individual education plan (IEP) process. The growing number of diagnoses and increasingly complex behaviors of children with PDD have created a dilemma for current educational systems. Therefore, this study addresses the need to question, evaluate, or create a support model within the public education system that allows students with PDD to receive appropriate educational support.

The study participants were selected based on their experiences within a structured support program designed for students diagnosed with PDD in an Oregon public school system. The educators selected have experience of working with students diagnosed with PDD in the general and special education settings. The parent participants have students enrolled in a specific program called SUCCESS. Lastly, the students involved in this study were current or former members of specially designed programs within the Oaks School District. Overall, 63 participants participated in this research study including, 15 students, 22 parents, and 26 teachers.

The study include a comprehensive literature review discussing historical perspectives of PDD, federal mandates, testing categories, inclusionary experiences, personnel training, collaboration, and Transformational Learning Theory through Collaborative Inquiry. The research consisted of three phases: a questionnaire, individual interviews, and a group interview. Once combined, the data developed core themed principles for developing or evaluating programs serving students with PDD.

The issues surrounding the education of students diagnosed with PDD are rapidly changing because of the increased diagnoses and understanding of this disorder. The educational system is working to adapt current educational practices, but unfortunately the current state of educating students diagnosed with PDD is in need of development. Currently many teachers are not adequately trained to cope with the behaviors associated with PDD; parents are fighting with school districts for services; and students are being educated at inappropriate levels because of a lack of understanding and support. This study makes specific recommendations for programs designed to serve students with PDD, their teachers, and parents.