Caregiver role perception, social capital, and its impact on advocacy and collaboration in IEP meetings
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[EMBARGOED UNTIL 08/01/2026] The Individuals with Disabilities Education Act (IDEA) requires schools to ensure that caregivers of a student with a disability have an opportunity to participate meaningfully in IEP team meetings. IDEA expects caregivers to monitor compliance and hold schools accountable for fulfilling their legal obligations. With the importance of caregiver involvement and IDEA compliance, examining factors that impact collaboration and participation in IEP team meetings is necessary. Using the theoretical underpinnings of Coleman's social capital theory, this qualitative case study thematically analyzes caregiver interview data in examining caregivers' role perception and social capital impact and shape their IEP meeting experiences. Findings from this study suggest that caregivers perceive their role as advocates and feel they provide valuable insights on their child's educational needs. Furthermore, this research highlights caregivers' use of social capital through networks and trust to improve and enhance IEP meeting collaboration and participation. Findings indicate that schools should view caregivers as assets and focus on building relationships with caregivers by using rapport and trust-building behaviors.
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