Factors affecting parental satisfaction with admission, review, and dismissal/individualized educational program meetings for the handicapped



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The purpose of this study was to test whether there were significant positive relationships between the independent variables, the education of the parent, the occupation of the parent, the level of parent experience in ARD/IEP meetings, the level of parent experience in workshops and/or meetings about the ARD/IEP and parents' rights and responsibilities, the severity of the child's handicapping condition, the age of the child, and the length of time the child has been enrolled in special education, and the dependent variables, parent satisfaction with the process and outcome of the ARD/IEP meeting. Parent satisfaction with the process and outcome of the ARD/IEP meeting was hypothesized to have a conceptual relationship with the level of individual need fulfillment and the involvement with other people as they communicate and interact in these small temporary group meetings. The independent variables assessed aspects of the parents' situation and experience which would seem to influence their needs and interactional competence in meetings conducted by school personnel. The research was conducted in a school district in southeast Texas. Questionnaires were distributed to parents of handicapped students attending an ARD/IEP meeting. Data were collected from 48[percent] of the subjects in the sample. The results of the data analyses indicated that within this district, the parents of handicapped students are highly satisfied with both the process and outcome of the ARD/IEP meeting. The parents' response to the comment section of the questionnaire indicated their satisfaction with the nature of the interaction, the amount and clarity of the information provided, and the staff member's sincere interest in the education of the child. The only two significant relationships which were observed involved the level of severity of the handicapping condition of the child with the process of the meeting and the level of parent experience in ARD/IEP meetings with the outcome of the meeting. However, these two independent variables were weakly correlated to the respective dependent variables, and they were not found to be significantly related to the dependent variables in the regression analyses. From the results of this study, recommendations were made for future research and practice.



Children with disabilities--Education, Home and school