Black Parents’ Reflections on Individualized Education Program Meeting Experiences

Abstract

The individualized education program (IEP) meeting is a key component of the special education process wherein parents, the student (as appropriate), and school professionals come together at least annually to determine goals and needed supports and services for students with disabilities. Though existing research has highlighted parent experiences in IEP meetings, there is little representation of Black families. Such limited research is problematic, especially given that, compared to White families of children with disabilities, Black families are more likely to experience systemic barriers to family-school partnerships. To address this gap in the literature, we interviewed 24 Black parents of students with IEPs to explore their IEP meeting experiences, including barriers to participation. Participants also shared advice for other Black families including, encouraging them to advocate for their children and collaborate with other IEP team members. Findings have implications for research, practice, and policy.

Keywords

parent–teacher collaboration qualitative research diversity

Get full access to this article

View all access options for this article.

References

Ashley

(2014). The angry black woman: The impact of pejorative stereotypes on psychotherapy with black women. Social Work in Public Health, 29, 27–34. https://doi.org/10.1080/19371918.2011.619449

Blackwell

W. H.

Rossetti

Z. S

. (2014). The development of individualized education programs: Where have we been and where should we go now? Sage Open, 4(2). https://doi.org/10.1177/2158244014530411

Bottiani

J. H.

McDaniel

H. L.

Henderson

Castillo

J. E.

Bradshaw

C. P

. (2020). Buffering effects of racial discrimination on school engagement: The role of culturally responsive teaches and caring school police. The Journal of School Health, 90(12), 1019–1029. https://doi.org/10.1111/josh.12967

Buren

M. K.

Maggin

D. M.

Brown

(2020). Meta-synthesis on the experiences of families from nondominant communities and special education collaboration. Exceptionality, 28(4), 259–278. https://doi.org/10.1080/09362835.2018.1480953

Burke

M. M.

Goldman

S. E.

(2018). Special education advocacy among culturally and linguistically diverse families. Journal of Research in Special Educational Needs, 18(1), 3–14. https://doi.org/10.1111/1471-3802.12413

Burke

M. M.

Rios

Garcia

Magana

(2020). Examining differences in empowerment, special education knowledge, and family–school partnerships among Latino and White families of children with autism spectrum disorder. International Journal of Developmental Disabilities, 66(1), 75–81. https://doi.org/10.1080/20473869.2018.1487502

Cavendish

Connor

. (2018). Toward authentic IEPs and transition plans: Student, parent, and teacher perspectives. Learning Disability Quarterly, 41(1), 32–43. https://doi.org/10.1177/073194871668468

Coleman

(2022). Validity and reliability within qualitative research for the caring sciences. International Journal Caring Sciences, 14(3), 2041–2045. https://oro.open.ac.uk/81588/

Corbin

Strauss

(2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.

10.

Fish

R. E.

(2022). Stratified medicalization of schooling difficulties. Social Science & Medicine, 305, Article 115039. https://doi.org/10.1016/j.socscimed.2022.115039

11.

Gershwin

McKittrick

Kilpatrick

(2023). The importance of following legal requirements: Factors that lead to parent satisfaction with the individualized education program meeting process. Journal of Vocational Rehabilitation, 33(4), 369–392. https://doi.org/10.1080/10474412.2022.2145290

12.

Haines

S. J.

Gross

J. M. S.

Blue-Banning

Francis

G. L.

Turnbull

A. P.

(2015). Fostering family–school and community–school partnerships in inclusive schools. Research & Practice for Persons with Severe Disabilities, 40(3), 227–239. https://doi.org/10.1177/1540796915594141

13.

Harry

(2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74(3), 372–388. https://doi.org/10.1177/001440290807400306

14.

Harry

Ocasio-Stoutenburg

(2021). Parent advocacy for lives that matter. Research and Practice for Persons with Severe Disabilities, 46(3), 184–198. https://doi.org/10.1177/15407969211036442

15.

Individuals with Disabilities Education Act (2004). 20 U.S.C. 1400.

16.

Jonsen

Jehn

(2009). Using triangulation to validate themes in qualitative studies. Qualitative Research in Organizations and Management: An International Journal, 4(2), 123–150. https://doi.org/10.1108/17465640910978391

17.

Koffer Miller

K. H.

Cooper

D. S.

Ventimiglia

J. C.

Shea

L. L

. (2023). Feeling intimidated and uncomfortable: Established and exacerbated educational inequities experienced by black parents of autistic children. Autism Research, 16(5), 1040–1051. https://doi.org/10.1002/aur.2919

18.

Kolb

(2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86.

19.

Kurth

J. A.

McQueston

J. A.

Ruppar

A. L.

Toews

S. G.

Johnston

McCabe

K. M.

(2019). A description of parent input in IEP development through analysis IEP documents. Intellectual and Developmental Disabilities, 57(6), 485–498. https://doi.org/10.1352/1934-9556-57.6.485

20.

Ladner

J. A.

(1973). The death of white sociology. Random House.

21.

Love

H. R.

Nyegenye

S. N.

Wilt

C. L.

Annamma

S. A.

(2023). Black families’ resistance to deficit positioning: Addressing the paradox of black parent involvement. In Ferri

B. A.

Connor

D. J.

Annamma

S. A.

(Eds.), Enacting disability critical race theory (pp. 41–57). Routledge. https://doi.org/10.4324/9781003380313

22.

Marchand

A. D.

Vassar

R. R.

Diemer

M. A.

Rowley

S. J.

(2019). Integrating race, racism, and critical consciousness in Black parents’ engagement with schools. Journal of Family Theory & Review, 11, 367–384. https://doi.org/10.1111/jftr.12344

23.

Morgan

P. L.

Farkas

Hillemeier

M. M.

Maczuga

(2017). Replicated evidence of racial and ethnic disparities in disability identification in U.S. schools. Educational Researcher, 46(6), 305–322. https://doi.org/10.3102/0013189X17726282

24.

Mueller

T. G.

Massafra

Robinson

Peterson

(2019). Simulated individualized education program meetings: Valuable pedagogy within a preservice special educator program. Teacher Education and Special Education, 42(3), 209–226. https://doi.org/10.1177/0888406418788920

25.

National Institutes of Health. (2024). Race and national origins. https://www.nih.gov/nih-style-guide/race-national-origin

26.

Neece

C. L.

Fenning

R. M.

Morrell

H. E.

Benjamin

L. R

. (2023). Comparative effects of mindfulness-based stress reduction and psychoeducational support on parenting stress in families of autistic preschoolers. Autism, 28, 985–998. https://doi.org/10.1177/13623613231191558

27.

Pearson

J. N.

Manns

Stewart-Ginsburg

Martin

Johnson

(2024). Experiences of family peer advocates supporting Black families raising autistic children. Exceptional Children, 91, 57–73. https://doi.org/10.1177/0014402924127115

28.

Pearson

J. N.

Meadan

Malone

K. M.

Martin

B. M.

(2020). Parent and professional experiences supporting African American children with autism. Journal of Racial and Ethnic Health Disparities, 7, 305–315. https://doi.org/10.1007/s40615-019-00659-9

29.

Reiman

J. W.

Beck

Coppola

Engiles

(2010). Parents’ experiences with the IEP process: Considerations for improving practice. Center for Appropriate Dispute Resolution in Special Education.

30.

Rodgers

W. J.

Weiss

M. P.

Ismail

H. A.

(2021). Defining specially designed instruction: A systematic literature review. Learning Disabilities Research & Practice, 36(2), 96–109. https://doi.org/10.1111/ldrp.12247

31.

Rossetti

Burke

M. M.

(2019). Reaching out to culturally and linguistically diverse families: Strategies and challenges reported by parent training and information center staff. Exceptionality, 27, 215–231. https://doi.org/10.1080/09362835.2018.1433042

32.

Rossetti

Redash

Sauer

J. S.

Bui

Wen

Regensburger

(2020). Access, accountability, and advocacy: Culturally and linguistically diverse families’ participation in IEP meetings. Exceptionality, 28(4), 243–258. https://doi.org/10.1080/09362835.2018.1480948

33.

Rossetti

Sauer

J. S.

Bui

(2017). Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process. Teaching Exceptional Children, 49(5), 328–338. https://doi.org/10.1177/0040059916680103

34.

Sanderson

K. A.

(2023). “Be prepared to fight like hell”: Parent advice for IEP meetings. Exceptionality, 31(5), 344–361. https://doi.org/10.1080/09362835.2023.2184819

35.

Sanderson

K. A.

Goldman

S. E

. (2023). Factors associated with parent IEP satisfaction. Remedial and Special Education, 44(3), 184–196. https://doi.org/10.1177/07419325221111571

36.

Sanderson

K. A.

Sarti

. (2026). Black parents of students with disabilities describe their family-school relationships. Journal of Physical and Developmental Disabilities, 38(1), 105–123. https://doi.org/10.1007/s10882-025-10014-y

37.

Santelli

. (2018). Parent to parent support. Center for Parent Information and Resources. https://www.parentcenterhub.org/parent-to-parent-support/

38.

Shapiro

Monzó

L. D.

Rueda

Gomez

J. A.

Blacher

. (2004). Alienated advocacy: perspectives of Latina mothers of young adults with developmental disabilities on service systems. Mental Retardation, 42(1), 37–54. https://doi.org/10.1352/0047-6765

39.

Trainor

A. A

. (2010). Diverse approaches to parent advocacy during special education home—school interactions: Identification and use of cultural and social capital. Remedial and Special Education, 31(1), 34–47. https://doi.org/10.1177/0741932508324401

40.

Turnbull

. (2021). Trusting partnerships and belonging for families of students with disabilities. In Jones

J. L.

Gallus

K. L.

(Eds.), Belonging and resilience in individuals with developmental disabilities: Emerging issues in family and individual resilience (pp. 41–61). Springer. https://doi.org/10.1007/978-3-030-81277-5_3

41.

Watson-Singleton

N. N.

Lewis

J. A.

Dworkin

E. R.

(2023). Toward a socially just diversity science: Using intersectional mixed methods research to center multiply marginalized Black, Indigenous, and People of Color (BIPOC). Cultural Diversity & Ethnic Minority Psychology, 29(1), Article 34. https://doi.org/10.1037/cdp0000477

42.

Wilson

(2015). Question-asking and advocacy by African American parents at individualized education program meetings: A social and cultural capital perspective. Multiple Voices for Ethnically Diverse Exceptional Learners, 15(2), 36–49. https://doi.org/10.56829/2158-396X.15.2.36

43.

Wolfe

Duran

L. K.

(2013). Culturally and linguistically diverse parents’ perceptions of the IEP process: A review of current research. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 4–18. https://doi.org/10.56829/muvo.13.2.y452140732mlg231

44.

Yosso

T. J.

(2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8, 69–91. https://doi.org/10.1080/1361332052000341006

45.

Young

(2008). White ethnographers on the experiences of African American men: Then and now—White logic, white methods: Racism and methodology. Rowman & Littlefield.

46.

Zeitlin

V. M.

Curcic

(2014). Parental voices on individualized education programs: “Oh, IEP meeting tomorrow? Rum tonight!”. Disability & Society, 29(3), 373–287. https://doi.org/10.1080/09687599.2013.776493

47.

Zionts

L. T.

Zionts

Harrison

Bellinger

(2003). Urban African American families’ perceptions of cultural sensitivity within the special education system. Focus on Autism and Other Developmental Disabilities, 18(1), 41–50. https://doi.org/10.1177/108835760301800106

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.01 MB

0.00 MB