TITLE:
Experiences of Culturally and Linguistically Diverse Parents with Deaf Children during the Individualized Educational Plan Process
AUTHORS:
Angela K. Trahan, Ju-Lee A. Wolsey, M. Diane Clark
KEYWORDS:
Deaf, Parents, Individualized Education Plan, Grounded Theory, Experiences
JOURNAL NAME:
Psychology,
Vol.9 No.3,
March
30,
2018
ABSTRACT: For effective educational and language planning for a deaf child, it is important that parents and the child, if they are old enough, understand their rights and the processes involved in developing an Individualized Education Plan (IEP). The IEP provides an important “road map” for deaf children to receive appropriate services for effective educational outcomes. This qualitative study focused on understanding the experiences, both positive and negative, faced by parents of deaf children going through the IEP process. To better understand parents’ experiences and perspectives, a grounded theory-based approach was used with a three-step systematic procedural analysis to identify themes, axial codes, and the core category. Based on the data analysis from the interviews, eight themes and three axial codes were identified, leading to the overarching theme of “giving parents a voice”. This study provides insights and recommendations to support parents, deaf children, and school personnel in regards to their understanding of an efficient IEP process.