School professionals who demonstrated ﬂexibilty in their interactions, procedures, and teaching style were most eﬀective in developing relationships, creating inclusive IEPs, and ultimately meeting the needs of their children in a general education class. One felxible role that Teachers can take is to try and constantly stay in contact with Parents through the year to properly personalize the student's IEP

Ohio State University, Columbus

The IEP process is one of the most powerful aspects of the student’s education and therefore the IDEA mandates that parents are equal members in the creation of the IEP. Parents are therefore required to be included in the decision of evaluation and eligibility for their child’s special education services, placement, and the actual writing of the IEP. Educational research evidences that this type of family-school relationship is critical to support higher achievement for diverse student populations and create inclusive school practices.

Parents Stake In The Creation of the IEP

Kate MacLeod, Julie N. Causton, Mary Radel & Patrick Radel (2017) Rethinking the Individualized Education Plan process: voices from the other side of the table, Disability & Society, 32:3, 381-400, DOI: 10.1080/09687599.2017.1294048


Rethinking the Individualized Education Plan process: voices from the other side of the table

Using Disability Studies in Education (DSE) as a framework when working with 
families to create eﬀective inclusive IEPs may help educators begin to think about 
the nature and meaning of disability as something socially constructed. 

Families incorporating DSE Properties  to formulate an IEP

Parent and student Creativity when Constructing AN IEP

Topics generally include how to get parents to attend the meeting, overcome cultural and linguistic barriers, communicate with all stakeholders, which includes the general education teacher, and understand and adhere to the law.

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