[Dissertation abstract]
For a student with a disability to receive special education services, an IEP team composed of education professionals and the student's parents must reach consensus on eligibility, programming, and placement. Conflict, mistrust, and dissatisfaction contributed to the breakdown in the IEP process. These three factors were examined through a survey accessed by IEP meeting participants in five school systems. Personnel in two of the school systems were trained in the facilitated IEP (FIEP) model, while school staff in the remaining three districts had not received FIEP training. A total of 284 participants completed the survey. Answers to the first three questions were analyzed by participant position on the IEP team, and elements of the FIEP treatment were examined for differences.
ISBN: 9781303157790
ProQuest document ID: 1413325810