Date

2014

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

By law, parents of children with disabilities must receive their Procedural Safeguards every time their student is going to be evaluated, re-evaluated, or considered for a change of disability identification or placement. Special Education teachers provide parents with a copy of Procedural Safeguards in their native language and provide an oral explanation of the safeguards. These efforts are often not enough for parents to understand their rights. This study analyzed the impact of providing a workshop on Procedural Safeguards for Spanish speaking parents. The research also examined parent's perception in regards to participation in IEPs. The results suggest that the workshop was valuable to parents. Following the workshop, the Spanish-speaking parents expressed greater self-confidence in participating in IEP meetings and the majority appeared to have maintained information relevant to the Procedural Safeguards and IEP process.

Comments

Thesis (M.A.) Teacher Education Department

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