White-Mills, KimLe, Megan ElizabethDobris, Catherine A.Parrish-Sprowl, John2022-08-082022-08-082022-07https://hdl.handle.net/1805/29726http://dx.doi.org/10.7912/C2/2975Indiana University-Purdue University Indianapolis (IUPUI)In recent years, there has been an increase in special education complaints filed against school corporations for noncompliance with the terms of the Individualized Education Plan (IEP) established in a Case Conference Committee meeting. Case Conference Committees include parents/guardians, Specific Learning Disabilities (SLD) students, and educators. Parents/guardians are equal partners to the school corporation when developing the IEP. Disagreements within Case Conference Committee (CCC) meetings can lead to strained relationships. During Case Conference Committee Meetings, parents/guardians may disagree with educators related to managing the student’s IEP (Indiana Department of Education, 2021). Consequently, a parent/guardian of a SLD student may file a complaint or due process hearing resulting from poor communication between parties during or after a Case Conference Meeting (McQuerrey, 2019). The Critical Organizational Communication Theory was applied in exploring if parents/guardians experienced the Indiana IEP Resource Center’s common issues in CCC meetings including: the lack of (1) Communication, (2) Preparation, (3) Clarity, (4) Respect, and (5) Transparency. A narrative approach was used to tell the stories of parents/guardians and SLD students’ experience in CCC meetings.en-USAttribution-NonCommercial-ShareAlike 4.0 InternationalNarrative Thematic AnalysisCritical Organizational Communication Theory,Case Conference MeetingSpecific Learning DisabilityUneven PowerIndivdualized Educational Plan (IEP)Thesis