A Description of Parent Input in IEP Development Through Analysis IEP Documents

Jennifer A. Kurth, Jessica A. McQueston, Andrea L. Ruppar, Samantha Gross Toews, Russell Johnston, Katie M. McCabe

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


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 although 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.

Original languageEnglish (US)
Pages (from-to)485-498
Number of pages14
JournalIntellectual and developmental disabilities
Issue number6
StatePublished - Dec 1 2019


  • individualized education program
  • parent
  • school-family partnership

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology
  • Community and Home Care
  • Psychiatry and Mental health


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