Abstract:
This paper examines the nature of parent involvement in the IEP meeting (a crutial stage of the IEP process) through the analysis of one case study using a form of critical discourse analysis as outlined by Fairclough (1989). This approach, called Critical Language Study (CLS), will be used to trace the social relations and subject positions of parents and professionals as they are constructed within this discoursal context. To address this aim, a brief explanation will be provided of the features of CLS and it's applicability to this research topic. Following this, Fairclough's three tiered analytical framework will be applied to this study. The desired outcome is (a) to provide a contextual understanding of the issue of parent involvement in the IEP meeting, (b) to increase awareness of the power of language within this professional context (Fairclough, 1989, p.1), and (c) to promote critical reflection on the discursive conventions which underlie parents /professional interactions.