Date of Graduation

5-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Kucharczyk, Suzanne

Committee Member

Goering, Christian Z.

Second Committee Member

McNaught, John

Keywords

DisCrit; family engagement; student engagement; transition

Abstract

This phenomenological study explored the experiences of families and students of color and their teachers during junior high and high school IEP meetings. This study, informed by DisCrit, explored the similarities and differences of families, students, and teachers during IEP meetings as well as the use of research-based practices designed to increase family engagement for culturally diverse families. Participants completed surveys and participated in interviews about their experiences. The student’s most current IEP was also reviewed to determine the ways in which teachers document family and student engagement within the IEP document. The major themes identified were that research-based practices for culturally diverse families are used informally by teachers to increase opportunities for families to engage during IEP meetings, families and teachers experience family engagement differently, there is a misalignment between the family’s communication needs and teacher intentions, and that the student’s role in the IEP meeting is not understood by the IEP team.

Download

Share

COinS