Creating Accessible and Welcoming IEP Meetings: Empowering Teachers to Partner with Parents
Location
Room 3151
Start Date
27-2-2026 10:00 AM
End Date
27-2-2026 10:40 AM
First Presenter's Brief Biography
Dr. Barbara Serianni is an Associate Professor of Special Education at Georgia Southern University. Her work integrates instructional technology and AI to strengthen teacher preparation, candidate understanding and compliance with IDEA, and support for students with disabilities. Serianni focuses on equitable practice, parent engagement, and effective IEP development to improve student outcomes.
Second Presenter's Brief Biography
Dr. Nedra Cossa is an Associate Professor of Elementary at Georgia Southern University. She teaches literacy and curriculum and supervises preservice elementary school teachers. Her research interests focus on content literacy, preservice teacher preparation, family experiences with the IEP process, and parental ethnotheories about literacy practices.
Presentation Type
Roundtable Dicussion
Concurrent Session, Panel Session
Abstract
Parents’ experiences in eligibility and initial IEP meetings range from feeling welcomed to feeling unheard. This session equips special education teachers with practical strategies—clear communication, inclusive structures, and culturally responsive practices—to create accessible, empowering environments where families are valued as equal partners in the IEP process.
Conference Strands
Induction Teachers (3 years or fewer)
Description
The initial stages of special education—eligibility determination and the development of a child’s first Individualized Education Program (IEP)—are pivotal moments for families. Yet, parent perceptions of these meetings reveal a wide spectrum of experiences, ranging from comfort and collaboration to confusion and exclusion. Initial findings from the presenters' research study indicate that many parents feel unheard, overwhelmed by unfamiliar terminology, and uncertain about their role in the decision- making process. At the same time, parents highlighted practices that foster accessibility, including clear communication, opportunities to ask questions, and intentional efforts to build trust.
This session will empower special education teachers to create environments where parents feel welcomed, informed, and valued as partners in the IEP process. Participants will explore strategies for demystifying eligibility procedures, scaffolding parent understanding of IEP components, and cultivating culturally responsive communication. Practical tools—such as parent-friendly visuals, reflective prompts, and meeting structures that prioritize voice and clarity—will be shared to support teachers in bridging gaps between professional expertise and family experience.
By focusing on parent perspectives, this proposal underscores the importance of accessibility and empathy in fostering collaborative relationships. Attendees will leave with actionable approaches to transform initial IEP meetings into spaces of empowerment, ensuring that every parent feels heard, respected, and equipped to advocate for their child’s success.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Creating Accessible and Welcoming IEP Meetings: Empowering Teachers to Partner with Parents
Room 3151
Parents’ experiences in eligibility and initial IEP meetings range from feeling welcomed to feeling unheard. This session equips special education teachers with practical strategies—clear communication, inclusive structures, and culturally responsive practices—to create accessible, empowering environments where families are valued as equal partners in the IEP process.
