This study addressed the experiences of primary school teachers in Türkiye regarding inclusion/integration and Individualized Education Programs (IEP). The study also addressed how mainstreaming/integration and IEPs might impact students without special needs and their parents. This qualitative study adopted a phenomenological research design. The…

Although the Individuals with Disabilities Education Act (IDEA) intends parents to be equal members of the team that makes their child's Individual Education Plan (IEP), parents face barriers to participation, particularly exclusionary procedures, school structures, professional behaviors, and racial and cultural biases. Little wonder that some…

The purpose of this qualitative descriptive study was to explore how parents of students with intellectual disabilities (ID) perceive the significance of LRE in IEPs and inclusion models at the elementary level in six school districts in northern Colorado. The sample included 13 parents of children with ID in grades K-5. The theory of…

This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to…

Studies on parental views and experiences of the integrated programme implemented in mainstream early childhood settings for children with disabilities are dominated by the perspectives of mothers and teaching personnel. Additionally, most of these studies are largely from Western countries. This hermeneutic phenomenological study attempts to…

Since the passage of the No Child Left Behind Act in 2002, federal law requires schools to demonstrate yearly progress toward academic proficiency. Data have shown that students with special needs often achieve higher levels of academic growth in inclusive classrooms than in special education classrooms. Furthermore, studies have also suggested…

This study explored parents' views of the educational experience of children with Individual Education Plans. The research goal was to determine how parents are meaningfully involved and engaged in the development and monitoring of education programs for their children. The primary data source for the study was 31 interviews with parents, analysed…

The available data suggest that both students and adults with disabilities sustain injuries and are victims of crimes at high levels. Despite these alarming data, several researchers have suggested that safety skills instruction has largely been ignored as a curricular domain. Further, although parents can serve a critical function in educational…

This paper addresses two approaches to serving students at risk for or with emotional and/or behavioral disorders in general education settings: (1) use of individual behavior plans (IBPs), and (2) use of the combined classroom model. The process of developing an IBP is detailed, including when an IBP is developed, by whom it is developed, and the…

The study was conducted to describe the nature and extent of involvement experienced by 36 parents of learning disabled (LD) children compared to that by 38 parents of nonLD children in the primary mainstream classrooms. (SW)

Shows that, for the most part, legislation mandating the development of individual educational programs (IEPs) for children receiving special services is effective, but that parents are less positive about some aspects of the IEPs than about others. (Author/FL)

The study investigated the effects of P.L. 94-142 (the Education for All Handicapped Children Act) on parents with disabled children through case study procedures with six families and a series of structured interviews with 26 additional families. Children ranged in age from 6 to 18 years and in degree of developmental disability from moderate to…

Public Law 94-142, the Education for All Handicapped Children Act of 1975, stipulates that an Individualized Educational Program (IEP) be prepared for each handicapped child going to public school. Each IEP must include a statement of the child's current performance, a statement of annual goals and instructional objectives, a statement of services…

The report details the case studies of six families with disabled children, ranging in age from 6 to 18 years, as part of a study to investigate the impact of P.L. 94-142 (the Education for All Handicapped Children Act). An introduction points out that a naturalistic case study approach was used to address the parents experiences with P.L. 94-142,…

This guide offers specific recommendations to Texas school districts concerning the implementation of least restrictive environment (LRE) requirements for students with disabilities. Suggestions are grouped according to six issues recommended for consideration in the decision making process: These are: (1) the primacy of the individual student's…