A Qualitative Study of Parental Empowerment and Satisfaction Following IEP Meetings

This qualitative narrative inquiry study examined how parents of children receiving special education services experienced empowerment during the Individualized Education Program (IEP) process and how these experiences related to parental satisfaction. Guided by empowerment theory, semi-structured interviews were conducted with four parents to explore the roles of participation, control, and critical awareness. Findings indicated that empowerment did not stem from the IEP system itself; rather, parents developed empowerment through their own persistence, questioning, and reflection as they navigated unclear procedures and inconsistent communication. While one participant described a collaborative process, others reported feeling excluded or presented with predetermined decisions. Parents with greater educational or professional backgrounds demonstrated higher critical awareness, contributing to differing levels of empowerment. Overall satisfaction was closely tied to how included, informed, and influential parents felt. Results underscored the need for schools and school-based teams to adopt transparent, culturally responsive practices that promote equitable parent participation.