'American Association on Intellectual and Developmental Disabilities (AAIDD)'
Abstract
Parent input in Individualized Education Program (IEP) development is the clear expectation in
U.S. education law. Every IEP team must include parents, and their input must be equally
considered when developing IEPs. The present study used content analysis of 88 IEPs of
students with intellectual and developmental disabilities to explore team membership, concerns
parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected
in IEP goals and supplementary aids and services. Findings reveal that while parents express a
range of concerns and priorities, these are translated into goals or services only two-thirds of the
time. We provide implications of these findings for research and practice
