Grocke, Adrea2018-08-142018-08-142018-04https://hdl.handle.net/11299/199080University of Minnesota D.Ed. dissertation. April 2018. Major: Teaching and Learning. Advisor: Lynn Brice. 1 computer file (PDF); v, 142 pages.The purpose of this phenomenological study was to explore the lived experiences of parents involved in the IEP process. More specifically, the study explored how parents in the IEP process experience trust in their relationship with educational professionals. The two research questions addressed in this study were: What is the lived experience of parents involved in the IEP process? and How do parents in the IEP process experience trust? Data were collected through 90-minute semi-structured individual interviews with ten parents engaged in the IEP process. Participants in the study were parents of one or more children with an IEP, from school districts within a mid-sized city in the northern Midwest. For the purposes of this study “parent” refers to the adult who assumes parental roles and responsibilities for the child and has legal guardianship. In choosing the participants, convenience sampling was applied to identify the participants (Saunders, Lewis, Thornhill, 2012). Due to the convenience sampling, the homogeneity of the participants was a limitation of this study. The phenomenon focused on was trust as parents described their experiences in the IEP process. The analysis of the parents’ stories, reveals and verifies the significance of trust within the IEP process. In addition, the data analysis included a demographic questionnaire. Three overarching themes emerged in the analysis of the parent interviews that were integral to participants’ experiencing trust within the IEP process. The three themes consistent among the parents were communication, parent-teacher partnerships, and meeting the needs of their child.enEducatorsExperienceIndividualized Education PlanIndividuals with Disabilities ActParentsTrustThesis or Dissertation