Parents and students with disabilities aren’t as involved in the process of mapping out their goals with schools as much as they should be, a new study finds.
The study, published online in January in the Journal of Disability Policy Studies, found that participation in individualized education program, or IEP, meetings varied based on students’ type of disability, their family income, and their racial or ethnic background.
Parents of students who had demonstrated “challenging” behavior at school, or students who had poor social skills, reported they found meetings about their IEPs or transition from high school to college or work less than satisfactory, the authors found.
