Assessing special education supports: a study of the perspectives of students with a designation and their parents

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Issue Date
2021
Authors
Walker, Catherine A.
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Abstract
The field of special education in British Columbia is in the process of change, with a redesigned curriculum and a new focus on student-centered Individualized Education Plans. Students now have more input into their education than ever before, but despite these changes, youth with disabilities continue to experience poorer post-secondary outcomes than their peers without disabilities. The efforts of the Ministry of Education, districts, and teachers to improve student success is the essence of educational reform, but in order to make change, the right questions need to be asked of the right people. This descriptive mixed-method research study asks, "How does having a designation impact students' school experience?" The study accesses the voice of parents and the students with designations to understand how special education services are received. The results of this study identify the following themes: 1) Regular parent-school/school-parent communication and involvement in planning decisions foster effective trusting relationships; 2) Parents and students are uncertain about the roles and responsibilities they have within the IEP process; 3) Parents and students have a difference in opinion around special education supports that are perceived as beneficial; 4) System-based limitations in assessment for, access to, and implementation of specialty supports can be frustrating for parents and students; 5) Special education designations have the potential to support students’ self-awareness, self-determination, and self-advocacy. These findings provide guidance for special education teachers, schools, and districts for engaging student and family perspectives throughout designation, planning, and support for student learning.
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