Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This study explored the Latino Spanish-Speaking parents’ perception of the Individualized Educational Plan (IEP) process and looked into barriers, and misconceptions that contributed to the lack of Latino Spanish Speaking parent participation. Both qualitative and quantitative data were collected over a five-week period with parents of middle school students in our mild to moderate program. Key findings: difference in the average participation rate between Latino Spanish-speaking parents and English-only parents, Latino Spanish-speaking parents answer more questions than they ask questions, parents believe participation is simply attending meetings, and for Latino Spanish-speaking parents information presented in initial meetings is very confusing and difficult to understand. Recommendations made to increase parent participation: providing an understanding of special education, explaining the difference in programs, simplifying information during initial meetings and clarifying misconceptions of special education to Latino Spanish-speaking parents during the IEP process.

Comments

Thesis (M.A.) Teacher Education Department

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