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Conflict and collaboration between p...

Finan, Ann.

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Conflict and collaboration between parents, teachers and administrators during the Individualized Education Plan process: Recommendations and policy implications.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Conflict and collaboration between parents, teachers and administrators during the Individualized Education Plan process: Recommendations and policy implications./
Author:	Finan, Ann.
Description:	122 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10147633
ISBN:	9781369028584

Conflict and collaboration between parents, teachers and administrators during the Individualized Education Plan process: Recommendations and policy implications.
Finan, Ann.

Conflict and collaboration between parents, teachers and administrators during the Individualized Education Plan process: Recommendations and policy implications. - 122 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ed.D.)--Shenandoah University, 2016.

Parents, teachers and administrators have a great deal at stake during the process of developing an Individualized Education Plan (IEP). The IEP process is critical for appropriate educational planning and implementation of programs for children with disabilities. However, this process can easily become contentious when the competing goals of parents, teachers and administrators interact with a highly emotional situation.

ISBN: 9781369028584Subjects--Topical Terms:

529436
Educational leadership.

Conflict and collaboration between parents, teachers and administrators during the Individualized Education Plan process: Recommendations and policy implications.
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245 1 0 $a Conflict and collaboration between parents, teachers and administrators during the Individualized Education Plan process: Recommendations and policy implications.
300 $a 122 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: John R. Goss, III.
502 $a Thesis (Ed.D.)--Shenandoah University, 2016.
520 $a Parents, teachers and administrators have a great deal at stake during the process of developing an Individualized Education Plan (IEP). The IEP process is critical for appropriate educational planning and implementation of programs for children with disabilities. However, this process can easily become contentious when the competing goals of parents, teachers and administrators interact with a highly emotional situation.
520 $a Insights into the experiences and opinions of parents and school administrators and teachers are needed to provide information that can lead to meaningful collaboration (Rently & Roeyers, 2006, as cited in Tucker, 2009). This study examined the experiences of the school administrators, teachers and the parents as they developed an IEP.
520 $a The overarching goals of the study were (a) to examine the different styles of conflict and collaboration that occur during the IEP process, using the Thomas-Kilmann Inventory (TKI); (b) to identify factors that contribute to the collaborative effort being more efficient and successful; (c) to identify factors that contribute to the effort becoming ineffective; and (d) to provide recommendations for conflict resolution with implications for education policy, specifically relevant for children with autism.
520 $a Throughout this study, it was apparent that conflict occurred in the special education field between parents, administrators, and teachers. What one does with the conflict determines whether progress can be made. The key is determining what your style is and learning how to manage it.
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