The Effectiveness of Alternative IEP Dispute Resolution Practices

Autor/inn/en	Scanlon, David; Saenz, Lauren; Kelly, Michael P.
Titel	The Effectiveness of Alternative IEP Dispute Resolution Practices
Quelle	In: Learning Disability Quarterly, 41 (2018) 2, S.68-78 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717698827
Schlagwörter	Individualized Education Programs; Conflict Resolution; Models; Experimental Programs; Evidence Based Practice; Case Records; Advocacy; Online Surveys; Parent Attitudes; Administrator Attitudes; Participant Satisfaction; Parent School Relationship; Consultants; Program Effectiveness; Elementary Secondary Education; Massachusetts + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Conflict solving; Konfliktlösung; Konfliktregelung; Analogiemodell; Erprobungsprogramm; Case reports; Fallsammlung; Sozialanwaltschaft; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Consultant; Berater; Master-Studiengang
Abstract	Alternative Individualized Education Program (IEP) dispute resolution models should respond to limitations of current options. An experimental IEP dispute resolution program provides parents and schools with an evidence-supported neutral perspective on what is needed for free and appropriate education (FAPE) and least restrictive environment (LRE). Then, instead of being facilitated or directed via a hearing, for example, the parties attempt to resolve their own dispute. Ninety percent of consultations led to a signed IEP. Effectiveness, however, also concerns satisfaction and working relationships between the parties. Follow-up surveys with 36% of parent parties (parent, advocate, attorney), and 33% of school parties (administrator, educator, attorney) were analyzed using concurrent triangulation mixed methods design, including a content coding analysis. Results reveal beliefs by a majority that the process was effective, and working relationships were maintained or strengthened. Lessons for future interactions were learned. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01