Involving parents in the IEP process. ERIC Digest E611.

This digest paper examines the special roles of parents of children with disabilities in planning for the education of their children and discusses how educators can work effectively with parents to create meaningful individualized education programs (IEPs). Barriers to parental participation in the IEP process are identified, including communication problems and educational jargon, lack of understanding of the school system, lack of knowledge of how to help their child, feelings of inferiority, and logistical problems. Among suggestions for facilitating meaningful parental participation are finding out the parents' preferences and needs prior to scheduling the IEP conference. Suggestions are then offered for involving parents during each of the three phases of the IEP conference: (1) reviewing the evaluation and performance level (avoid jargon); (2) developing instructional goals and objectives (determine parents' expectations concerning the child's future); and (3) determining placement and related services. Suggestions for handling disagreements during the IEP process are also provided. (ERIC)