Critical Analysis of Case Conference Committee Meetings: A Narrative Analysis of Parent/Guardians’ and Specific Learning Disability Students’ Experiences
dc.contributor.advisor | White-Mills, Kim | |
dc.contributor.author | Le, Megan Elizabeth | |
dc.contributor.other | Dobris, Catherine A. | |
dc.contributor.other | Parrish-Sprowl, John | |
dc.date.accessioned | 2022-08-08T14:07:23Z | |
dc.date.available | 2022-08-08T14:07:23Z | |
dc.date.issued | 2022-07 | |
dc.degree.date | 2022 | en_US |
dc.degree.discipline | Communication Studies | en |
dc.degree.grantor | Indiana University | en_US |
dc.degree.level | M.A. | en_US |
dc.description | Indiana University-Purdue University Indianapolis (IUPUI) | en_US |
dc.description.abstract | 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_US |
dc.identifier.uri | https://hdl.handle.net/1805/29726 | |
dc.identifier.uri | http://dx.doi.org/10.7912/C2/2975 | |
dc.language.iso | en_US | en_US |
dc.rights | Attribution-NonCommercial-ShareAlike 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | * |
dc.subject | Narrative Thematic Analysis | en_US |
dc.subject | Critical Organizational Communication Theory, | en_US |
dc.subject | Case Conference Meeting | en_US |
dc.subject | Specific Learning Disability | en_US |
dc.subject | Uneven Power | en_US |
dc.subject | Indivdualized Educational Plan (IEP) | en_US |
dc.title | Critical Analysis of Case Conference Committee Meetings: A Narrative Analysis of Parent/Guardians’ and Specific Learning Disability Students’ Experiences | en_US |
dc.type | Thesis | en |