With this position paper, we advance the case for reformation of US special education law
and praxis. These have undergone mostly incremental changes over the five decades since …

The present study investigated parents' experiences in making educational decisions for
their children with autism and their satisfaction with said outcomes. Parents completed a …

Parent input in individualized education program (IEP) development is the clear expectation
in US education law. Every IEP team must include parents, and their input must be equally …

There are students with attention-deficit/hyperactivity disorder (ADHD) in private schools that
do not receive the same assistance as students with ADHD attending public ones. Thus …

The purpose of this qualitative study was to examine parents' perspectives and experiences
of special education, including the degree to which decisions about their child's education …

Family–professional partnerships (FPPs) are an important, federally mandated part of the
American education system that benefit all students, but especially students with disabilities …

Abstract Families should be an active part of educational decision making for their children,
and they can be particularly influential in advocating for inclusion for students with …

Research about Individualized Education Program (IEP) meeting outcomes indicates
special educators are unprepared and uncertain about practices designed to encourage …

Despite policy and research supporting meaningful family-professional partnerships (FPPs)
in US schools, reported school practices demonstrate that such partnerships often do not …

High quality family-professional partnerships promote the personal, social, and academic
growth of students with disabilities. However, due to systemic barriers, such partnerships …