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Jessica Oeth Schuttler, Ph.D., Steven Lee, Ph.D., Ann Turnbull, Ph.D. The University of Kansas Medical Center-Center for Child Health and Development
Background
Parent participation in educational decision-making is important (Christenson & Sheridan, 2001; IDEIA, 2004). Partnership in decision-making is especially important for parents of diverse culture and SES, who participate at lower rates, and for whom participation and partnership may mean different things (Epstein, 2001; Gaitan, 2004). Partnering with parents of children with autism is a priority due to the complex effects of autism, a plethora of available resources and interventions, and negotiation of those resources Decisions that diverse parents must make are often complex and their priorities may be different than those of the professionals with whom they work (Dunlap & Fox, 1999; Mandell & Novak, 2005)
Discussion
Participants describe decision-making as an ongoing, cyclical journey A variety of factors impact parent decision-making, including unique characteristics of the child in comparison to peers, parent characteristics and emotions, and the influence of systems-level variables of the family, school and community Parents report lack of knowledge as the greatest barrier to effective decision-making, consistent with existing research (Mitchell & Sloper, 2002) Parents often feel as though they were working on the schools terms, rather than collaborating. Establishing relationships, trust, and communication were some of the most frequently mentioned facilitating factors, corresponding to findings that trust mediates parent involvement and role on the IEP team (Angell & Stoner, 2010) Parents response repertoires include assertiveness, educating self, establishing autonomy, and deference. Despite some negative experiences, parents and professionals maintained a hopeful, positive outlook on future interactions with IEP team members.
Analysis
Microanalysis, coding, and categorizing (Strauss & Corbin, 1992/2006)
Findings Confirmed
Second reader, member checks
Trustworthiness Established
Member checks, second reader, triangulation and thick description (Creswell, 207)
IEP Decision-Making for Parents of Elementary-Aged Children with Autism in a Diverse, Urban School District in the Midwest
Participants
5 parents (all mothers): 1 white, 2 African-American, 2 Latina Age of child with autism: kindergarten- 5th grade 5 education professionals: 1 principal, 2 SPED teachers, 2 social workers All participants were constituents or employees of an urban, diverse school district in the Midwest
Future Directions
Expand the model to incorporate additional perspectives of other racial/cultural background, of fathers and other caregivers, as well as explore decision-making of families of children with other disabilities and perspectives of other school personnel. School districts and policymakers should consider ways to incorporate parent perspectives in the decisions made regarding educational policy and practice. Include more local-level parent information centers and parent support networks to provide the most relevant and specific information about working with LEAs.