Date of Award
Summer 8-6-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Policy and Leadership
First Advisor
Eric Dimmitt
Second Advisor
Jeffrey LaBelle
Third Advisor
Leigh van den Kieboom
Abstract
This qualitative hermeneutic phenomenological study explored how parents of elementary-age students receiving special education services experience the language used by educators during Individualized Education Program (IEP) meetings, and how this language affects their perceptions of their children. The literature review focused on the explanation of four language assumptions that served as foundational components of the study. Seven parents participated through purposive sampling, completing surveys leading up to and semi-structured interviews immediately following their child's annual IEP meeting. The analysis involved coding and led to an interpretation of four key findings that focused on collaborative, emotional experiences; accessibility of clarified language supported by concrete examples; strength-based language shaping perceptions of student potential; and shared, asset-based language enhancing trust and parental self-efficacy. The findings indicate parents valued clear, asset-based communication that fostered genuine collaboration, emotional engagement, and confidence. Implications suggest school districts prioritize simplifying language, promoting strength-based communication, and supporting ongoing informal interactions between educators and parents to build positive relationships with parents. Recommendations for future research include exploring culturally responsive language, longitudinal impacts of language use, educator training effects, pre- and post-meeting parental perceptions, and technology-enhanced communication practices.