Tracy Gershwin Mueller

Reducing Parental Dissatisfaction With Special Education in Two School Districts: Implementing Conflict Prevention and Alternative Dispute Resolution

Parental dissatisfaction with special education services is a national problem. This article presents two districts that have undergone systemwide changes to decrease the dissatisfaction of families who have children with disabilities. Using qualitative inquiry, the authors analyzed documents and observed and interviewed 24 informants about the system problems and changes. Data analysis revealed three themes within the systems problems category: (a) lack of leadership, (b) not keeping up with the law, and (c) parents excluded. Systemwide changes were organized into seven themes: (a) new leadership, (b) partnerships, (c) creative use of resources, (d) updated educational practices, (e) relationship building, (f) teacher and parent support, and (g) alternative dispute resolution. Findings revealed effective leaders who focused on all levels of the system.

A National Survey of the Educational Planning and Language Instruction Practices for Students with Moderate to Severe Disabilities Who are English Language Learners

This article examines findings from a national survey of a sample of special educators who serve students with moderate to severe disabilities who are English language learners (ELLs). The survey requested information related to respondent assessment and instructional practices, second language resource availability, satisfaction, and language decision procedures for ELL students. Results indicated many of the respondents assessed and instructed their students in English, lacked ELL training, experienced resource shortages, and did not include parents in the language of instruction decision. Additional findings revealed that teacher satisfaction was predicted by the availability of second language resources, and the administration appeared to have a significant influence on the inclusion/exclusion of parents in the language decision process. The implications of these findings are presented.

Latina Mothers' Views of a Parent-to-Parent Support Group in the Special Education System

Parent–professional partnership literature continues to emphasize the importance of including the parent voice. Spanish-speaking families are often excluded from such studies because of the language barrier. This article presents a qualitative interview study of eight Latina mothers of children with severe disabilities. All participants were members of a parent-to-parent support group available through a local community board. Data analysis revealed that the mothers identified three major benefits of the parent-to-parent support group, including (a) feeling like a family, (b) having a source of information, and (c) receiving emotional support. Findings indicated that information and assistance the parents were missing from the school system were offered through their group. Implications for educational providers and future research will be presented and discussed.

The Odd Man Out How Fathers Navigate the Special Education System

Research about parent experiences with the special education system is largely dominated by the perspectives of mothers. Using purposeful sampling techniques, we interviewed 20 active fathers about their experiences navigating the special education system. All the fathers described three primary roles they experienced, including acting as a partner, advocate, and student. With respect to each of these roles, the fathers also described feeling as if they were not a part of the team, describing themselves as “the odd man out.” Each construct is discussed in detail, along with implications for practice.

Alternative Dispute Resolution A New Agenda for Special Education Policy

The number of due process hearings between parents of children with disabilities and school districts is growing nationwide. This litigation costs millions of dollars and destroys the relationships between the home and school envisioned during the creation of the Individuals with Disabilities Education Act. This article provides a discussion of the status of our nation with regard to conflict between families and school districts. Current dispute resolution procedures, such as due process, formal complaints, and mediation, are all discussed as they relate to this growing national problem. Information regarding resolution meetings and alternative dispute resolution strategies are also discussed, as well as recommended structures for practicing appropriate dispute resolution in special education.

An Examination of Special Education Due Process Hearings

Due process is a key dispute resolution feature approved by Congress in accordance with the Individuals With Disabilities Education Act, whose goal is to facilitate resolution and minimize conflict. Nonetheless, despite 35 years of use, due process has become a difficult emotional and financial problem. Consequently, there is a need to evaluate due process and develop less adversarial resolution practices. The goal of the study herein is to place in perspective a descriptive analysis of 575 due process hearings that occurred in 41 states in 2005 to 2006 by analyzing the petitioner, disability, dispute, and outcome including hearings of specific learning disabilities (26%), autism (20%), and health impairments (15%). The most common sources of dispute were placement (25%) and Individualized Education Program and program appropriateness (24%). Parents initiated 85% of the hearings, but school districts prevailed in 59%. Interestingly, the majority of states lacked easy retrieval and consistency with reporting their own published hearings.

Fathers’ Experiences With the Special Education System The Overlooked Voice

Research about parent experiences with the special education system is largely dominated from mothers’ perspectives. This article will present a qualitative interview study of the overlooked voice: fathers of children with disabilities. Twenty fathers were interviewed about their experiences navigating the system for their child. Three key experiences surfaced during data analysis: Individualized Education Program (IEP) meeting, collaboration with educators, and conflict. The fathers reported that IEP meetings exemplify an overwhelming and insufficient process in need of restructuring. Findings indicated that effective collaboration with educators require building relationships, establishing communication, and listening to the parent voice. The fathers also discussed addressing conflict with educators through two strategies: fighting the battle and/or coming together for a resolution. Implications for practice and future research are discussed.

Litigation and Special Education: The Past, Present, and Future Direction for Resolving Conflicts Between Parents and School Districts

As we prepare for the upcoming reauthorization of the Individuals With Disabilities Education Act (IDEA), recommendations about restructuring dispute resolution options will likely surface. Conflict between parents and school districts has been a topic of high importance during previous IDEA reauthorizations, with Congress focused on the implementation of dispute resolution procedures that encourage meaningful problem solving and shared decision making. Studies indicate due process hearings can reach extreme costs and diminish opportunities to repair the parent–school partnership. These outcomes are not productive for any of the parties involved, especially the student. Over the past decade, due process hearing rates have decreased and researchers have identified a number of promising conflict prevention and resolution practices. This article provides a discussion of the changing relationship between litigation and special education through the interpretation of IDEA regulations, national data, and research. Recommendations for future research, policy, and practice are presented.

Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder

In this manuscript the authors propose a professional development model for teachers of students with autism spectrum disorder who are served in rural communities. The components of this four-tiered model include: (a) education through ongoing workshops, (b) coaching, (c) parent information meetings, and (d) ongoing data collection. After implementing the model for 1 year in three school districts, the researchers conducted qualitative interviews with educators to explore their perceptions and experiences with the training model. Data analysis indicated coaching was one of the most beneficial aspects of this model. Teacher perceptions of the successes and challenges with the model are presented, along with implications for meeting the needs of students with autism spectrum disorder through professional development in rural communities.

An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration:

There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.