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

References

Abric, J. C. (2003). Pratiques et représentations sociales (4e éd.). Presses Universitaires de France. Anastasi, A., et Urbina, S. (1997). Psychological testing (7e éd.). Prentice Hall/Pearson Education.

Arapi, E., Pagé, P., et Hamel, C. (2018). Quels sont les liens entre l’implication parentale, les conditions socioéconomiques de la famille et la réussite scolaire?: une synthèse des connaissances. McGill Journal of Education/Revue des sciences de l’éducation de McGill, 53(1), 88-108.

Arapi, E. (2017). Implication des parents et des enseignants: quel lien avec la réussite scolaire des élèves du primaire? (Thèse de doctorat, Université Laval). https://corpus.ulaval.ca/jspui/handle/20.500.11794/28124

Boonk, L., Gijselaers, H. J., Ritzen, H. et Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. https://doi.org/10.1016/j.edurev.2018.02.001

Castro, M., Gaviria, J. L., Exposito-Casas, E., Lopez-Martin, E., Lizasoain, L., et Navarro-Asencio, E. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002

Creswell, J. W. et Clark, V. L. P. (2011). Choosing a mixed methods design. Designing and conducting mixed methods research, 2, 53-106.

Gouvernement du Québec. (2020). Loi sur l’instruction publique. Éditeur officiel du QuÉbec. http://www.legisquebec.gouv.qc.ca/fr/ShowDoc/cs/I-13.3

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2e ed). Westview Press.

Epstein, J. L. et Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181-193. https://doi.org/10.1207/S15326985EP3603_4

Esquivel, S. L., Ryan, C. S. et Bonne, M. (2008). Involved parents’ perceptions of their experiences in school-based team meetings. Journal of Educational and Psychological Consultation, 18(3), 234-258. https://doi.org/10.1080/10474410802022589

Fan, W. et Williams, C. M. (2010). The effects of parental involvement on students’ academic. self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-74. https://doi.org/10.1080/01443410903353302

Fantuzzo, J., Gadsden, V., Li, F., Sproul, F., McDermott, P., Hightower, D. et Minney, A. (2013). Multiple dimensions of family engagement in early childhood education: Evidence for a short form of the Family Involvement Questionnaire. Early Childhood Research Quarterly, 28(4), 734-742. https://doi.org/10.1016/j.ecresq.2013.07.001

Fishman, C. E., & Nickerson, A. B. (2015). Motivations for involvement: a preliminary investigation of parents of students with disabilities. Journal of Child and Family Studies, 24(2), 523–535. https://doi.org/10.1007/s10826-013-9865-4

Goldman, S. E. et Burke, M. M. (2017). The effectiveness of interventions to increase parent involvement in special education: A systematic literature review and meta-analysis. Exceptionality, 25(2), 97-115. https://doi.org/10.1080/09362835.2016.1196444

Gülcan, M. G., & Duran, A. (2018). A Cross-National Analysis of Parent Involvement in Decision- Making: Germany, France and Turkey. Journal of Education and Training Studies, 6(11), 147-163. https://doi.org/10.11114/jets.v6i11a.381

Hartmann, E. S. (2016). Understanding the everyday practice of individualized education program team members. Journal of Educational and Psychological Consultation, 26(1), 1-24. https://doi.org/10.1080/10474412.2015.1042975

Hattie, J. (2017). L’apprentissage visible pour les enseignants: connaître son impact pour maximiser le rendement des élèves. Presses de l’Université du Québec.

Hill, N. E., et Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. https://doi.org/10.1037/a0015362

Hoover-Dempsey, K. V., Walker, J. M. T., & Sandler, H. M. (2005). Parents’ motivations for involvement in their children’s education. Dans E. N. Patrikakou, R. P. Weisberg, S. Redding, & H. J. Walberg (Eds.), School-family partnerships for children’s success (pp. 40–56). Teachers College Press.

Hoover-Dempsey, K. V. et Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42. https://doi.org/10.3102/00346543067001003

Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., et Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36, 195–209. https://doi.org/10.1207/S15326985EP3603_5

Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147-163. https://doi.org/10.1080/13632434.2018.1434767

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26. https://doi.org/10.3102/0013189X033007014

Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Sage.

Lo, L. (2014). Readability of individualized education programs. Preventing School Failure: Alternative Education for Children and Youth, 58(2), 96-102. https://doi.org/10.1080/1045988X.2013.782532 Larivée, J. S. (2011). Regards croisés sur l’implication parentale et les performances scolaires. Service social, 57(2), 5-19. https://doi.org/10.7202/1006290ar

Mautone, J. A., Power, T. J., Marcelle, E., et Tresco, K. E. (2014). Assessing the quality of parent- teacher relationships for students with ADHD. Psychology in the Schools,52 (2)196-207. https://doi.org/10.1002/pits.21817

Mereoiu, M., Abercrombie, S. et Murray, M. (2016). One step closer: Connecting parents and teachers for improved student outcomes. Cogent Education, 3(1), 1-19. https://doi.org/10.1080/2331186X.2016.1243079

Miles, M. B. et Huberman, A. M. (2009). Analyse des données qualitatives. De Boeck Supérieur. Ministère de l’Éducation du Québec (MEQ) (1999). Une école adaptée à tous ses élèves. Politique de l’adaptation scolaire. Gouvernement du Québec.

Ministère de l’Éducation et de l’Enseignement Supérieur (MEES) (2018). Taux de diplomation et qualification par Commission scolaire au Québec. Gouvernement du Québec.

Ministère de l’Éducation Loisir et Sport (MELS). (2004). Le plan d’intervention... au service de la réussite de l’élève : Cadre de référence pour l’établissement des plans d’intervention. Gouvernement du Québec.

Mitchell, D., M. Morton et G. Hornby. (2010). Review of the literature on individual education plans. Report to the New Zealand Ministry of Education. Ministry of Education.

Myara, N. (2018). Recension des écrits sur les plans d’intervention (PI) scolaires dans une perspective historique et évolutive. McGill Journal of Education/Revue des sciences de l’éducation de McGill, 53 (3), 497-518. https://doi.org/10.7202/1058414ar

Nanhou, V., Desrosiers, H. et Belleau, L. (2013). La collaboration parent-école au primaire: le point de vue des parents. Dans Étude longitudinale du développement des enfants du Québec (ÉLDEQ 1998-2010) Institut de la statistique du Québec.

Ní Bhroin, Ó., King, F. et Prunty, A. (2016). Teachers’ knowledge and practice relating to the individual education plan and learning outcomes for pupils with special educational needs. Reach: Journal of Special Needs Education in Ireland, 29(2), 78-90.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of educational research, 78(4), 1039 - 1101. https://doi.org/10.3102/0034654308325185

Paseka, A. et Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254- 272. https://doi.org/10.1080/08856257.2019.1665232

Pizur-Barnekow, K., Patrick, T., Rhyner, P. M., Folk, L. et Anderson, K. (2010). Readability levels of individualized family service plans. Physical & Occupational Therapy in Pediatrics, 30(3), 248-258. https://doi.org/10.3109/01942631003780869

Poirier, N. et Goupil, G. (2011). Étude descriptive sur les plans d’intervention pour des élèves ayant un trouble envahissant du développement. McGill Journal of Education/Revue des sciences de l’éducation de McGill, 46 (3), 459-472. https://doi.org/10.7202/1009177ar

Poncelet, D., Tinnes-Vigne, M., et Dierendonck, C. (2019). Motivation des parents à s’engager dans l’accompagnement scolaire de leur enfant au préscolaire: l’influence des croyances émotionnelles. Sociétés et jeunesses en difficulté. Revue pluridisciplinaire de recherche, (22)1-22. http://journals.openedition.org/sejed/9838

Räty, L., Vehkakoski, T. et Pirttimaa, R. (2019). Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability. European Journal of Special Needs Education, 34(1), 35-49. https://doi.org/10.1080/08856257.2018.1435011

Rodriguez, R. J., Blatz, E. T. et Elbaum, B. (2014). Parents’ views of schools’ involvement efforts. Exceptional Children, 81(1), 79-95. https://doi.org/10.1177/0014402914532232

Ruble, L. A., McGrew, J., Dalrymple, N. et Jung, L. A. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40(12), 1459-1470. https://doi.org/10.1007/s10803-010-1003-1

Sheldon, S.B. et Epstein, J.I. (2007). Parents survey of family and community involvement in the elementary and middle grades. Baltimore: Johns Hopkins University, Centre on School, Family, and Community Partenerships.

Singh, S., et Keese, J. (2020). Applying systems‐based thinking to build better IEP relationships: a case for relational coordination. Support for Learning, 35(3), 359-371.

Slade, N., Eisenhower, A., Carter, A. S. et Blacher, J. (2018). Satisfaction with individualized education programs among parents of young children with ASD. Exceptional Children, 84(3), 242260. https://doi.org/10.1177/0014402917742923

Tremblay, P. (2017). Cheminement scolaire d’élèves en difficulté d’adaptation ou d’apprentissage en enseignement secondaire. Canadian Journal of Education/Revue canadienne de l’éducation, 40(2), 1-30.

Tremblay, P., et Belley, S. (2017). Les limites à la scolarisation en classe ordinaire au Canada:une analyse comparative. Revue éducation comparée, 18, 87-118.

Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780009

Zeitlin, V. M. et Curcic, S. (2014). Parental voices on individualized education programs:‘Oh, IEP meeting tomorrow? Rum tonight!’. Disability & Society, 29(3), 373-387. https://doi.org/10.1080/09687599.2013.776493

Downloads

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

Issue

Vol. 57 No. 3 (2022)

Section

Articles

License

Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.

Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.

A copy of our standard form may be requested from mje.education@mcgill.ca