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Dissertation/Thesis Abstract

Special education, parents, and students with autism: A qualitative study
by Maxwell, Erin, Ph.D., Keiser University, 2015, 107; 3712667
Abstract (Summary)

This study examines parents of Autism Spectrum Disorder (ASD) children in Individual Education Plan (IEP) meetings within a school in the Northeastern United States. School districts have created programs to seek feedback from the parents of ASD students to improve disconnect and confusion. The study examines the parent point of view on the IEP meetings and seeks to gain information from the parents to improve a disconnection or confusion they may be feeling. The information secured in the research provided vital information for both parents and the School District to sustain or improve the overall interactions within the IEP team. The research data focused on the experiences of the parents. The research had completed 5 interviews and 26 questionnaires to gain study information. The parents felt secure and comfortable when teachers and special education staff included them in the meeting process. The parents felt lost, confused, and insignificant when communication was not used in the meetings. The study recommends workshops, training, and education to improve communication. The study recommends transparency, workload mapping, and accountability to improve the parent and teacher relationship. The study is a unique process which gives the parents a sounding board and a voice.

Indexing (document details)
Advisor: Keintz, Brian
Commitee: Bridgewater, Michelle, Rouse, Theresa
School: Keiser University
Department: Education
School Location: United States -- Florida
Source: DAI-A 76/11(E), Dissertation Abstracts International
Subjects: Educational leadership, Special education
Keywords: Asd, Autism, Individual education plan
Publication Number: 3712667
ISBN: 978-1-321-89648-0
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