PARENTAL INVOLVEMENT IN THE INDIVIDUAL EDUCATIONAL PROGRAM FOR ISRAELI STUDENTS WITH DISABILITIES

Abstract

The purpose of this qualitative phenomenological study is to achieve an understanding of the perceptions and experiences of Israeli parents of students with severe disabilities about their involvement in the Individual Education Program (IEP) process. Data collection in this study involved interviewing 20 parents whose children study in special education schools in the Tel Aviv area in Israel. Through analysis of parents’ responses, two main themes related to the involvement of parents in the IEP process become apparent: A child-centered focus and parents’ self-efficacy. Positive parent-teacher collaboration enhanced the sense of parents’ efficacy with respect to the IEP process and resulted in plans that were individualized to students’ needs. The main conclusion of the research is parental involvement and the collaboration of parents with teachers is a process that teachers and parents must nourish daily. Parental involvement and effective parent-teacher collaboration in the IEPs of students with severe disabilities is founded on relationships of trust and positive communication between families and schools. ...