Parent perspectives of their involvement in IEP development for children with autism
Issue Date
2017Author
Kurth, Jennifer A.
Love, Hailey
Pirtle, Jody
Publisher
SAGE Publications
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Metadata
Show full item recordAbstract
The present study investigated parents’ experiences making educational decisions for their
children with autism and their satisfaction with the outcomes of those decisions. Parents
completed a survey describing their: (1) input in educational decisions, (2) satisfaction with
school personnel, and (3) satisfaction with their child’s school experience. Sequential regressions
revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school
staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school
personnel. Additionally, parent input was a significant predictor of satisfaction with their child’s
school experience. Finally, open-ended responses indicated that parents experienced many
barriers when working with schools, and often felt compelled to go outside of the school system
to ensure their children received an appropriate education. Implications for teacher preparation
and school-parent partnerships are described.
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Citation
Kurth, J. A., Love, H. R., & Pirtle, J. (in press). Parent perspectives of their
involvement in IEP development for children with autism. Focus on Autism & Other
Developmental Disabilities. doi:10.1177/1088357619842858
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