IEP Components – The IEP Meetings: Culturally and Linguistically Diverse Parents Experiences and Perceptions

By

Lydia K Mallah

Abstract

Parents’ involvement in their children’s education is paramount to their children’s successful learning and behavior outcomes in schools. As the school-age population continues to grow with students from diverse races and ethnicities, parents face the challenge of smoothly collaborating with schools and teachers to support their children. The CLD families of children with disabilities who are served with IEPs under the IDEA face more barriers and feel marginalized in implementing their legal rights in IEP meetings where decisions are made about their children with disabilities education or behavioral support. This review presents current trends in the growing population of various races and ethnicities and impacts on education, CLD families’ experiences in IEP meetings, challenges, and recommendations that teachers can use to improve their collaboration with families and their experiences and participation in the IEP process.

Key Words: IEP, Cultural, Linguistical, Diverse, Parents, Educators

Introduction

Parents’ involvement in their children’s education is one of the key factors contributing to the successful outcome of children’s education (LaRocque et al., 2011), and it is mediatory under the Individuals with Disabilities Education Act (IDEA, 2004). For decades, policymakers have emphasized parents’ involvement in their children’s education because it improves academic achievements (IDEA, 2004). Parents of a child recommended for an individualized education program (IEP) have the legal right to participate in the evaluation, development, and meetings related to the child’s IEP, enabling them to contribute to decisions regarding the child’s evaluation, placement, progress, and IEP meeting (IDEA, 2004). However, several research studies have revealed that parents from culturally and linguistically diverse (CLD) backgrounds have always been marginalized and continue to experience barriers that affect their participation in their children’s IEP development and implementation process ((Dunn et al., 2022); Freeman & Jacob Kirksey, 2022; Rossetti et al., 2020). Marginalization of parents during IEP meetings affects their participation and level of advocacy; it negatively impacts the services the children would have received if the parents were not marginalized (Rossetti et al., 2020). The literature and research discussed here aim to explore the experiences and perceptions of culturally linguistically diverse parents regarding IEP meetings, the various barriers that prevent their full participation, and recommendations from research that educators can use to be culturally responsive and improve the experiences of CLD parents in IEPs meeting to increase their participation.

Rights of Parents under the IDEA Regarding IEP

The individualized education program (IEP) is a key component for children receiving specialized education services, and the involvement of parents is mandatory (IDEA, 2004). Parents’ knowledge about their children, their suggestions, and recommendations should not be ignored or neglected during the IEP development, implementation, and meetings because it undermines the (IDEA). The IDEA (2004) is a law that supports free, appropriate public education and related services and provides guidance for quality delivery of services for children with disabilities without discrimination. Children who qualify for individualized education services are enrolled in the IEP.  The IEP is a written document for the child with disabilities that contains information about the child’s progress using a general education curriculum, how the disability affects the child’s learning, annual goals, and assessment for accommodations (IDEA, 2004). The IEP is developed by a team that includes the child’s parent (s), general education and special education teachers, a local education agency (LEA) representative, anyone the parents believe would be helpful during the IEP process, and even the child, if appropriate (Beech, M. 2015). The IDEA Act of 2004 demands that both or one of the child’s parents is present at the IEP meeting and is afforded the opportunity to contribute to the IEP development and every meeting thereafter fully. Parents are to be informed about the meeting beforehand to prepare and be aware of what to expect during the meeting. An interpreter should be available to interpret the meeting in a language the parents understand (IDEA, 2004).  However, even with the availability of this law, several research studies that have been conducted found that CLD parents are not receiving such services and are usually face with barriers such as  lack of knowledge of special education terminologies (Dunn et al., 2022), language barrier (Dunn et al., 2022; Larios & Zetlin, 2018; Rossetti et al., 2020), education personnel negative perception that CLD parents’ lack interest in their children education and disrespect to parents (Cheatham & Lim-Mullins, 2018), and lack of training  for parents about the IEP process at an early stage (Rossetti et al., 2020) affects parents participations in the IEP meetings.

Race and Ethnicity of Children with Disabilities

The culturally and linguistically diverse population continues to increase in the US, which leads to concerns about how to serve this population better as the number of school-age children from CLD backgrounds also increases. In this context, CLD refers to families in the United States whose native language is not English (Wolfe & Duran, 2013). The U.S. Census Bureau (2017) estimated that about 40% of students of school age will speak a different language at home than English by 2030. The diversity in race and ethnicity calls for educators to become more responsive and culturally sensitive. According to race and ethnicity data by the National Center for Education Statistics (2023), the number of children receiving special education services increase from 6.4 million during 2010 to 2011 school year to 7.3 million 2021 to 2022 school year, 15% of the public-school population. From 2021 to 2022, 19% of those students are American/Alaska, 8% Asian, 17% Black, 14% Hispanic, 11% Pacific Islander, 15% White, and 15% of two or more races. With this increase in a diverse population of students, educators are challenged to meet the needs of all students, and working collaboratively with parents is one of the ways to support those children (LaRocque et al., 2011). Educators need to reflect on their culture and develop a sense of accommodation and responsiveness to meet CLD children’s and their parents’ needs.

CLD Parents’ experiences and perceptions of IEP Meetings

Despite of research studies that have spoken about the importance of parents’ involvement in their children’s education (Dunn & Blustein Gilson, 2022; LaRocque et al., 2011) and the right of parents in the IDEA to be fully involved with the IEP process, CLD parents are still being oppressed with limited opportunities to contribute and collaborate with educators during the IEP process.

Dunn and Blustein Gilson (2022) conducted a study to understand the experiences of Latinx immigrant families of children with developmental disabilities with IEPs. They found that a common theme was a lack of knowledge of the IEP and special education terminologies. Moreover, the authors described a state of confusion in the IEP process: language barriers, discrimination and misunderstanding, limited opportunity for parents to advocate, and parents felt educators were not fully knowledgeable of what they were doing. These findings are similar to other studies, such as (Cheatham & Lim-Mullins, 2018; Rossetti et al. 2020). For instance, Rossetti et al., (2020) study with Chinese, Vietnamese, and Haitan families’ findings indicates that parents had the desire to engage in the IEP process, but language barrier prevented their full engagement in the IEP process; those parents also spoke of limited opportunity to collaborate with the school affected their level of advocacy for their children.

 The concerns and views of parents of children from a CLD background are often not regarded, with only a minimum that can be reflected in the actions of education personnel after IEPs meetings (Rossetti et al., 2020). This makes the parents feel that some education personnel lack adequate skills to support CLD children with disabilities (Rossetti et al., 2020). Although Rossetti et al. (2020) and Cheatham and Lim-Mullins (2018) acknowledged language barriers in their respective studies, Rossetti et al. (2020) specifically indicated that parents experience a lack of accountability on the part of education personnel after IEP meetings. Rossetti et al. (2020) believed that this might be because they have low perceptions about CLD and disregarding their input after IEP meetings during implementations. The following paragraphs will delve more into the specific experiences of CLD parents regarding the IEP meeting.

CLD Parents’ knowledge of the IEPs

Special education is complex and has many terminologies, jargon, and acronyms such as inclusion, IEP, IDEA, autism, orthopedic impairment, etc., which can make it difficult for people from CLD backgrounds to understand when those terminologies are used during IEP meetings without being explained first, thus contributing to a factual case of being present but feeling left out of the discussion (Salas, 2004). Many CLD families are invited to the IEP meetings without prior information about what to expect during the meeting, which makes them passive in the meeting (Dunn et al., 2022, 2022; Lo, 2012; Rossetti et al., 2020). Because of parents’ lack of knowledge, some agree with everything being said, not knowing it is their legal right to agree or object to what others say, and educators refer to them as being inactive and having a lack of interest in their children’s education (Dunn & Blustein Gilson, 2022). According to Rossetti et al. (2020), many parents do not understand the IEP process from the onset; they feel it is help from other team members. Rossetti et al. (2020) further asserted that at a later stage, when they learn from other experienced parents, they feel frustrated that they did not advocate for the best for their children. LaRocque et al. (2011) recommend that teachers provide a script that contains a list of particular education terminologies and their definitions to aid parents in understanding discussion in IEP meetings. Moreover, sending parents written communication that contains an overview of the IEP meeting will guide the parents to prepare for the meeting (LaRocque et al., 2011). Parents’ lack of IEP knowledge, particular education terminologies, and prior information about the IEPs is a key contributing factor to parents losing interest and not fully participating in IEP meetings (Dunn et al., 2022).

Language Barriers

Based on the data from the Center for Immigration Studies, in 2018, 67.3 million residents of the United States spoke languages other than English at home, which tripled the number of foreign language speakers in 1980 and even more than doubled the total in 1990 (Zeigler & Camarota, 2019, p. 1). Zeigler and Camarota (2019) further asserted that this population is 21.9% of the US population of people five years and above p. 1. Language is a significant barrier to CLD families’ participation in the IEPs, and educators face the challenges of providing appropriate accommodations for these parents during the IEP meeting.

According to Rossetti et al. (2020), from a study conducted with Vietnamese, Chinese, and Haitian participants, parents complained that language barriers hamper their collaboration, participation, and understanding during IEP meetings, and sometimes, they requested interpreters themselves. Parents in Rossetti et al. (2020) demonstrated the courage to ask during IEP meetings if they do not understand the information being presented; on the other hand, Cheatham and Lim-Mullins (2018) reported that although it is parents’ legal right to ask for an interpreter, many parents ask for English instead of their home language because of misinterpretation of information by interpreters. They also felt uncomfortable asking for an interpreter as they took other team members’ views without sufficiently contributing to the discussion and decision-making process with the thought that other team members were superior to them. (Cheatham & Lim-Mullins, 2018).

What can Educators do to Improve CLD Perceptions and Experiences in IEP meetings?

Culturally and linguistically diverse families deserve the same support as every other parent. Looking at several recommendations researchers have suggested for educators to use and build their relationships with CLD families and provide support for them to participate fully in the IEP process. Chang et al. (2022), in their recent study to empower CLD family participation in IEP, said that when families feel welcome and comfortable, they can easily share in IEP meetings. Therefore, educators should start the IEP process by placing an introductory call to parents to inform them about the process before proceeding to IEP meetings.  Lo (2012) also emphasized informing parents early about the IEP meeting and explaining the importance of the meeting to them; that will give them an initial understanding of what to expect during the meeting and increase their interest in their child’s education process. Lo (2012) further recommended that the IEP be translated into the families’ preferred language and that the family meet with the child’s teacher in person to discuss the IEP process.  The way school personnel perceive CLD families impacts their participation; teachers should have a positive perception of CLD families (Cheatham & Lim-Mullins, 2018).

The language barrier is a critical factor that negatively impacts CLD families’ participation (Dunn et al., 2022), and many people are unfamiliar with special education terminologies; interpreters at IEP meetings should be given the list of special education terms and their definitions so they can make high-quality interpretations (Lo, 2012). Several CLD parents have recommended that the IEPs be translated into their preferred languages, school personnel should consider that CLD parents are not proficient in English, and there should be live interpretations during IEP meetings (Rossetti et al., 2020, p. 251)

Conclusion

As the number of students from different races and ethnicities continues to increase in the United States, educators need to become more culturally responsive and sensitive in collaborating and partnering with parents. In this review, I discussed the experiences and perceptions of CLD parents during IEP meetings. Parents experienced various barriers such as language barriers, lack of knowledge of the IEPs process from the onset, limited collaboration, relationship with schools, etc. (Rossetti et al., 2020) that limited their participations in decision-making of their children’s IEP process.  Educators should reflect on their culture and avoid misconceptions about CLD families to increase the likelihood that parents can feel welcome to contribute and participate meaningfully in IEP meetings. I also provided some recommendations from other researchers that educators can use to improve the experiences and participation of CLD parents. Most of the research cited in this paper were conducted with Latinx (Dunn et al., 2022; Larios & Zetlin, 2018), Chinese, Vietnamese, and Haitian (Rossetti et al., 2020); a limit study exists to understand African Immigrant or African American experiences and perception of the IEP. More research needs to be conducted to understand African American/Immigrant perceptions and experiences during the IEP meetings.

References­

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