2016 TASH Conference

Families should be key participants in all educational decision-making for their children in order to ensure an appropriate and equitable education. Yet, some research has shown that parents face significant barriers to their active involvement. The present study recruited parents of children with intellectual and developmental disabilities for interviews and focus groups. Parents described their experiences participating in educational decision-making for their children and their satisfaction with their children???s services and placement. Results indicated that schools regularly excluded parents from educational decision-making and inconsistently provided appropriate, inclusive placements and services. In response, parents engaged in actions to attain appropriate services for their children in other ways, including moving, homeschooling, paying for private services, and engaging in legal action. Parents generally did not feel that their ideas were considered or implemented, and their identities revolved around being advocates, educators, and resilient negotiators. This presentation aligns with the conference theme by highlighting parent???s experiences with educational decision-making and recommending strategies to improve the relationship between parents and school teams, thereby creating more inclusive school communities. Presenters will discuss implications for educator pre- and in-service preparation and school structures to better support parent involvement. After attending this session, participants will be able to 1) identify the major ways in which parents are excluded from educational decision-making, 2) explain it???s impact on students??? educational placement and services, and 3) identify the educator qualities and skills needed to better collaborate with parents during educational decision-making.