| The purpose of this study was to describe and interpret the perspectives of parents who were made aware that their child was struggling academically or behaviorally and was being referred to a problem-solving team in a neighborhood public school. Using a multiple case study design, five parents were observed in an initial school problem-solving meeting and interviewed before and after the meeting to better understand the parents' roles in and perspectives of the process. The meeting was audiotaped, transcribed, and coded to provide information about the team process and team member roles.Results indicated parents were very satisfied with the meeting itself despite having some confusion about the process and the outcome. Parents had few expectations upon entering the meeting and were unsure of what roles they would play in the meeting. Despite their initial apprehension, parents talked openly in the meetings and were active members. An analysis of the team found that the team had an effective facilitator and members who were very positive, responsive, and friendly to parents and created an atmosphere in which parents felt respected. Team members also treated parents as experts on their child and actively solicited their input in the meeting. |
