| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 93 === ABSTRACT
The purpose of this study was to investigate the current status of parents’ participation in the IEPs process of their children with mental retardation in Kaohsing Municipal Cheng-Kung Developmental Disabilities School. A questionnaire was developed to gain the opinions of fifty-eight parents who had child with mental retardation in junior or senior high school level by face to face interview. The major findings of this study were as follows:
It appeared low parent participation rates in the IEPs process including school and home related activities, ranging from 40% to 70%,. Most parents didn''t recognize their participation rights mandated by the law, as well as the importance of their participating in the IEP process, Instead, they were conservative about what they could expect and what they could do, They were worried about the teachers’ reactions toward their opinions, and it would in turns increase teachers’ loadings.
The effectiveness of the IEP meeting was rated higher than the other related activities by most parents. Majority of the parents expressed that they were treated as equal, respective members of the IEP team. Most of them were satisfied with the arrangement of the IEP meeting, the collaboration with professionals, and the contents of the IEP. However, they were not familiar with the transition services.
There were several difficulties encountered by parents regarding their participations on the IEPs process. They were: (1) lack of knowledge about their children’s disability condition, (2) lack of time or energy to involve on the process, (3) lack of knowledge of special education process, and (4) lack of strategies to train their children with mental retardation,
In addition, the results indicated that the education level of the parents, the severity of the children''s disability and their educational stage were related to the status and perceptions of the parent participation in the IEP process. Finally, some suggestions were proposed for the administrator, teacher, parents of the school, and the future research.
Keywords: parent participation, IEP process, mental retardation.
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