In inclusive education, students with special needs may access the curriculum through adapted or individualistic plans. Parental involvement in developing the individualistic plans is pertinent to the success of both their children’s education and the plan itself. Research from the United States offers insight into how parents perceive the process of developing individualist plans; however, limited research has been conducted with parents of children with special needs in Canada. This current study examines parental perceptions concerning the Individual Program Planning (IPP) process in Nova Scotia, Canada. Eight parents were interviewed using a guided interview format that consisted of 16 questions based on prior research on the subject matter. Qualitative analysis of the eight interviews resulted in the emergence of four key themes: a) Educator-Parent Communication, b) Parental Perception of Educational Climate, c) Parent Knowledge, and d) Improvements to the IPP process. Each category is reviewed here and supported with samples of direct quotations from parent interviewees. Recommendations are then suggested for educators and parents of children with special needs to promote positive and productive Individual Program Planning meetings.
MacKichan, M. D.,
& Harkins, M. J.
Inclusive Education: Perceptions of Parents of Children with Special Needs of the Individual Program Planning Process,
Electronic Journal for Inclusive Education, 3