Does the individualized education plan influence parent involvement with pupils experiencing difficulties? A comparative study based on parents’ perspectives

Authors

  • Enkeleda Arapi Université Laval
  • Philippe Tremblay Université Laval
  • Serge J. Larivée Université de Montréal

Keywords:

individualized education plan, parental involvement, mixed method, parent-teacher communication, pupil with difficulties

Abstract

The individualized education plan is a pedagogical tool designed to support the educational progress of pupils with difficulties. To be relevant, the implementation of the intervention plan must involve the parents. The objective of this paper is to compare the forms of parental involvement with primary school pupils with and without an intervention plan. A comparative quantitative and qualitative analysis is carried out on the dimensions of parental involvement and parents’ perceptions of the school-family-community relationship with 108 parents. The results indicate that the intervention plan does not bring significant differences in the forms of parental implication.

Author Biographies

Enkeleda Arapi, Université Laval

is a teacher-researcher in the Department of Teaching and Learning at Laval University. She has worked in regular and special education in Albania. She is interested in the different aspects of student development and learning, the role of the family and the school in the school-family-community relationship to promote academic success. Her research activities focus on the articulation of the teacher- parent-student relationship, the development of student autonomy, alternative pedagogies and the inclusion of students with special needs. enkeleda.arapi@fse.ulaval.ca

Philippe Tremblay, Université Laval

is Professor in Educational science at Université Laval in Quebec City. He worked in Belgium, initially as primary teacher in ordinary and specialized education and then as a researcher and assistant to the Université Libre de Bruxelles. He is the author of various articles and research on the evaluation of special education and inclusive education. He is mainly interested in the implementation and evaluation of devices, focusing on differentiation and collaboration (co-teaching), to promote the inclusion of these students. He works today, among other things, on the assessment of the quality of the school features from the inclusive policies and on the teaching at all school levels. philippe.tremblay@fse.ulaval.ca

Serge J. Larivée, Université de Montréal

is a full professor in the Department of Educational Psychology and Adult Education and Vice-Dean of Graduate Studies and Research in the Faculty of Education at the Université de Montréal. Prior to joining the academic ranks, Professor Larivée worked in elementary schools for fifteen years. For nine years, he taught special education to students with severe learning difficulties and to students with language disorders. He then held a management position in elementary schools for six years. He is recognized as an expert in collaborative strategies between school, family and community. He is also interested in educational and pedagogical intervention at the preschool and elementary levels and in particular in the professional skills of preschool and elementary school teachers. serge.j.larivee@umontreal.ca

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Published

2022-09-30

How to Cite

Arapi, E., Tremblay, P., & J. Larivée, S. (2022). Does the individualized education plan influence parent involvement with pupils experiencing difficulties? A comparative study based on parents’ perspectives . McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(3), 32–56. Retrieved from https://mje.mcgill.ca/article/view/9988

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