STRENGTHENING THE CONDITIONS FOR PARTNERSHIP: A MULTI-COMPONENT MODEL FOR IMPROVING THE IEP PROCESS

Abstract

This Capstone examines how parents experience the individualized education program (IEP) process and identifies evidence‑based strategies to strengthen family–school partnerships. A PRISMA‑aligned review of empirical studies and national reports published between 2010 and 2025 addressed three questions: how parents participate in IEP decision making, which relational and organizational conditions shape collaboration, and what practices schools can implement to improve partnership quality and student outcomes. Findings show that although parents are formally positioned as partners, their influence is often constrained by medicalized views of disability, opaque procedures, professional dominance, inconsistent implementation, and the emotional labor required to secure services. Collaborative processes emerge in contexts with relational trust, transparent communication, inclusive cultures, and reliable follow‑through. Based on these insights, the Capstone proposes a partnership‑centered IEP improvement model and dissemination suite to support systemic, equity‑oriented redesign of IEP structures and routines.