Perception of Collaboration between Parents and Teachers of Students with Special Needs Regarding the Individual Education Plan (IEP)

Abstract

To best support students with special needs in their educational endeavors, research shows collaboration between the school and home greatly increases success, yet there is a gap in the literature that generalizes this concept, as most studies focus on one particular school or demographic group of students, such as those with autism. This qualitative study utilized convenience sampling and interviewed 10 parents of children with special needs and 10 teachers of students with special needs - all located throughout the United States - to get their perceptions of collaboration regarding the Individualized Education Program (IEP). Online interviews were conducted using Zoom ® and NVivo ® software was used in the data analysis process. Key terms used to identify themes included collaboration, equal partner, heard, listened to, supported, and IEP. Based on parent and teacher feedback, the data shows teachers have a higher perception of successful collaboration, but additional needs for educational training on the IEP, as well as on collaboration, for both parents and teachers is needed and desired. The implications of this study can assist other countries to either replicate or use this study for future literature review. The results can also be used to develop educational training for parents and teachers respectively based on the analysis.