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dc.contributor.authorKurth, Jennifer A.
dc.contributor.authorZagona, Alison L.
dc.contributor.authorMiller, Amanda L
dc.contributor.authorLove, Hailey
dc.description.abstractThe purpose of this qualitative study was to examine parents’ perspectives and experiences of special education, including the degree to which decisions about their child’s education were implemented as they had agreed upon with the school personnel. Additionally, a secondary purpose of this study was to understand how parents explain why school personnel do or do not implement elements of their child’s Individualized Education Program (IEP). In this study, parents of children with intellectual and developmental disabilities described their experiences attempting to reach agreement with school personnel on decisions involving their child’s educational placement and special education services. Parents expressed a desire to be involved in decisions, and they described a desire to obtain inclusive educational placements for their children. Parents described varied experiences with the implementation of special education services. They also described both successes and concerns related to the special education services their child was receiving at school. Implications for special education policy, practice, and research are discussed from the perspective of supporting family involvement in the special education process.en_US
dc.publisherAcademic Development Instituteen_US
dc.subjectspecial education servicesen_US
dc.subjectplacement decisionsen_US
dc.subjectintellectual disabilityen_US
dc.subjectdevelopmental disabilitiesen_US
dc.subjectindividualized education programsen_US
dc.titleParent Perspectives on Special Education Services: How Do Schools Implement Team Decisions?en_US
kusw.kuauthorKurth, Jennifer A.
kusw.kudepartmentSpecial Educationen_US
kusw.oanotesas per SHERPA/RoMEO 1/28/2020

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kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US

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