UMI Number: 3510696
[Excerpts from abstract]
"If a disagreement arises between parents and their school district, either party may request a special education due process hearing. However, several alternate options are available and encouraged for parties to consider for resolution of conflicts prior to the court proceeding. The purpose of this phenomenological study was to examine the rationale used by parents or school officials when electing to file formal due process complaints in conjunction with or instead of attempting to resolve disputes using the available alternate dispute resolution options available in Pennsylvania. The researcher also explored the manner in which disputes were resolved and the methods employed to rebuild the parent/school relationship.
Data was collected through surveys of family members and school officials who participated in dispute resolution in Pennsylvania during fiscal year 2008-2009. Triangulation was achieved by reviewing the findings of ninety-nine hearings held during that fiscal year. Analysis of responses was organized into themes resulting in the identification of common themes across groups of participants. Those themes included (1) Lack of communication, (2) Non-discriminatory evaluation, and (3) Training and knowledge.
Results indicate that open and on-going communication is an area where both groups agree that work needs to continue so that the parent-school partnership is strengthened. A second common theme was the need for a clearly defined and timely provision for non-discriminatory evaluation to determine a child's eligibility for services so those services can be implemented without delay. Finally, on-going training for families and school personnel was expressed as a desire by all participant groups. This training should be focused on the state and federal legislation related to special education, research-based programs and services, conflict resolution and developing a family and school partnership."