This practicum, which sought to improve parents' involvement in the development of educational goals for their children with disabilities, had three objectives: improved attendance by parents at Individual Education Plan (IEP) conferences, increased parent participation in the decision-making process during IEP development, and enhanced parent perception of their importance in assuming roles as equal partners with members of the multidisciplinary team during IEP development. Six components comprised the program: teacher inservice sessions in communication and conferencing techniques, parent/professional workshops to facilitate the acquisition of parent knowledge, establishment of an oral and written communication network to provide information and assistance to parents, networking with parents and various relevant advisory committees, parent involvement in their children's classrooms and involvement of all shareholders including the students. The practicum found that parents are willing participants in the IEP process when they have a clear definition of their roles, rights, and responsibilities; the full intent of Public Law 94-142 can be realized by effective parent participation in the IEP process; and parent self-esteem is greatly enhanced when quality programs are available to address their needs. Appendices contain a teacher questionnaire, parent questionnaire, and teacher observation form. (Contains 37 references.) (JDD)