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LM2 Other Assignment Student and Parent Input: An Area of of Confusion in the IEP Process
EDUC 5320 Exceptionality in Todays Schools
Dr. Kirsten Allman
C. Elizabeth Barrette
September 15, 2015

Student and Parent Input: An Area of Confusion in the IEP Process

The multiple non-linear steps of the special education process can seem quite daunting at
first exposure. In her textbook, Special Education: Contemporary Perspectives for School
Professionals (2014), Dr. Marilyn Friends guide map through the process many steps is wellstructured and overall reasonably clear (Friend, 46). Given the complexity within all necessary
process steps, confusion at one or more process points could be reasonably expected (or, some
might ruefully observe, inevitable). It is tempting to conclude that student input is gathered and
welcomed at each process point, yet this should not be simply assumed. The assessment
components early on in the process seem clear (i.e., vision and hearing screening, testing
intellectual ability and achievement, social and behavioral functioning, et al (Friend, 50)), yet at
what point(s) the student is actually interviewed or surveyed by the multidisciplinary team
(MDT) for impressions, hopes, needs, and more has its vagaries. Does gathering student input
accompany the post-screening assessment process? Precede it? Or is this information sought in
the evaluation process following development and implementation of the students Individual
Education Program (IEP)? Is there controversy concerning this component?
Confusion often surrounds this piece of the IEP puzzle. Researchers from Texas A & M
University offer further insights into practical strategies for participating in the IEP process in an
effort to reduce confusion and promote collaboration, reminding those involved that [a]ll

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students, including students with disabilities, are to be included in general assessment programs
with appropriate accommodations as determined by each students IEP team (Hott, et al, 2).
Unfortunately, this mandate does not always guarantee full involvement of those encouraged
(indeed, required) to participate. Dr. Brittany L. Hott1 and her colleagues have observed:
Too frequently, families have reported feeling that their
participation is unwelcome or report being passive receivers of
information from the IEP team with services designed for the
student rather than with student and family input (Bryan & Henry,
2012). Families report feeling as if they have limited power in
decision making, believe they lack sufficient opportunity to fully
participate in their childs education, and report feeling alienated
when the IEP team emphasizes student needs rather than strengths
(Hott, et al, 3).
This is unfortunate. Such negative impressions are typically difficult to reverse or repair and a
significant source of direction, vision and team cooperation is often lost as a result. Holts team
recommends because [d]uring the IEP planning process, counselors and special educators are
in a position of mutual support (Hott, et al, 3), specific efforts should be directed to welcoming
student and parent input at frequent, regular intervals throughout the IEP life cycle, both in its
planning and delivery.
Dr. Friend assures her readers that subsequent chapters in her textbook will further clarify
the assessment process (Friend, 51) and perhaps this confusion point will be further clarified as
well; I hope so. In my own work, seeking student input often accomplishes two important
functions:
1) A greater buy-in to the process at hand is typically achieved; and

1 Assistant Professor of Special Education, Texas A&M University

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2) A surprising or unexpected insight develops, enabling me better serve or understand the
students approaches and ways of thinking.
It would be troubling if this were not an integral component of the IEP process; I have found
genuinely sought student input to be very valuable, indeed crucial.

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REFERENCES
Bryan, J., & Henry, L. (2012). A model for building school-family-community partnerships:
Principles and process. Journal of Counseling and Development, 90(4), 408-420. doi:
10.1022/j.1566.6676.2012.00052.
Friend, M. P. (2014). Special education: Contemporary perspectives for school professionals
(4th ed.). Boston, MA: Pearson Education, Inc.
Hott, B. L., Ph.D., Thomas, S., Ph.D., Abbassi, A., Ph.D., Hendricks, L., Ed.D., & Aslina, D.,
Ph.D. (2015). It takes a village: Counselor participation with students, families, and other
school personnel in serving students with special needs. National Forum of Special
Education Journal, 26(1), 1-9. Retrieved September 14, 2015.