GENRE AS RHETORICAL SITUATION: COMPETING RHETORICS IN THE SPECIAL EDUCATION PROCESS

Abstract

This study examines key genres within the Individualized Education Plan (IEP Process) as rhetorical processes that respond to, anticipate, enable, and in some cases, forecast and govern federally mandated parent participation within the IEP process. Specifically, I argue that the Notice of IEP team Meeting, IEP Meeting, and Prior Written Notice (PWN) are genres that technically meet legislative requirements but subvert the intended rhetorical context, challenging parent involvement rather than facilitating federally mandated parent participation.