Parental participation recognizes the contributions that parents can make to the program planning and processes related to special education and how they can help ensure their child’s educational progress (34 C.F.R. 300.501(b),(c)). It is written in federal law.

Every child with an exceptionality is entitled to receive a free appropriate public education (FAPE). Parent rights are intended to ensure that children receive FAPE. FAPE is defined as “special education and related services that meet the following criteria:

• Are provided at public expense, under public supervision and direction, and without charge;
• meet the standards of the state board;
• include an appropriate preschool, elementary, or secondary school education

Every Student Succeeds Act (ESSA): Requires schools to meaningfully engage the parents of all students and ensure that they are given input and influence in decision-making.

Individuals with Disabilities Education Act (IDEA): Requires that the parents of students with disabilities are full and equal participants with school personnel on their child’s individualized education program (IEP) team. Individuals with Disabilities Education Act (IDEA) Website

This site was created by the United States Department of Education to provide resources related to IDEA. 

You will find the law related to the participation of parents and related educational rights.

Parent participation promotes the continuity of services, interventions, and practices.

Parents often serve as the bridge between the school and the community because students with disabilities often require assistance in areas other than academics.

Parents are often the only people (other than the students themselves) who remain part of their child’s IEP team throughout the school years.

One of the foundational principles of the IDEA is the right of parents to participate in educational decision making regarding their child with a disability. The law is very specific about what school systems must do to ensure that parents have the opportunity to participate, if they so choose. 

Lesson Activity

Parent Participation reflects the importance of understanding family engagement in individualized educational program planning. Families are defined in a number of ways and may include stepparents, grandparents, adoptive parents, foster parents, aunts, uncles, siblings, and cousins. For some, the extended family may also comprise neighbors, clergy, community leaders, or anyone actively involved in caring for the child. Because parental participation and engagement has demonstrated many significant benefits, federal law encourages schools to implement the practice.

Parental participation recognizes the contributions that parents can make to the process and how they can help ensure their child’s educational progress (34 C.F.R. 300.501(b),(c)). It is written in federal law.

Every child with an exceptionality is entitled to receive a free appropriate public education (FAPE). Parent rights are intended to ensure that children receive FAPE. FAPE is defined as “special education and related services that meet the following criteria

Parents are often the only people (other than the students themselves) who remain part of their child’s IEP team throughout the school years.

Every Student Succeeds Act (ESSA): Requires schools to meaningfully engage the parents of all students and ensure that they are given input and influence in decision-making.

Individuals with Disabilities Education Act (IDEA): Requires that the parents of students with disabilities are full and equal participants with school personnel on their child’s individualized education program (IEP) team.

As you have learned, parent participation, family engagement—sometimes referred to as parent involvement or family-school partnership—is a practice in which educators and families work together to support and improve the learning and development of children. 

Participation in the IEP meetings is a part of special education law. There are safeguards for family engagement and it is especially important for students with disabilities, inasmuch as their families can help facilitate their children’s overall development and promote the continuity of services, interventions, and practices between home and school. The main decision maker in the educational meeting and programming is you as a parent. Many times we that part is untold and parents/families/representatives become overwhelmed in the process. 

Resources below were created and produced by ECAC, the Exceptional Children's Assistance Center, North Carolina's Parent Training and Information Center.

The following videos are a great examples of parent participation in the IEP Team Process. These videos also include student learner participation in the educational program planning meeting and process. Please watch them and take about and hour to reflect and journal on any experiences in which you were not able to fully participate in a meeting.

Parent Participation and Student Learner Participaton in the Individualized Education Program (IEP)

The IEP Team Process: Chapter 1 - IDEA and IEPs: https://youtu.be/bSm3wOjkkVw

The IEP Team Process: Chapter 2 - The IEP Team:  https://youtu.be/QMctXPmG7bc

The IEP Team Process: Chapter 3 - What's Included in the IEP: https://youtu.be/BIi0xanOVcs

The IEP Team Process: Chapter 4 - Getting Ready for the IEP Meeting: https://youtu.be/DDhLjYSbwCc

The IEP Team Process: Chapter 5 The IEP Meeting: https://youtu.be/ok0irMNfKmY