Teacher Experiences with Conflict Resolution in Disputed IEP Team Meetings

Data was collected from special education teachers through questionnaires, document reviews, and analysis of Texas Education Agency (TEA) data. Thematic analysis was used to assess the effectiveness of current conflict resolution practices and their influence on disputed IEP outcomes. Although many teachers indicated they had training to a great extent, a third reported they had none. Findings reveal that this lack of preparation contributes to increased DPHs. The study suggests that improved conflict resolution training could mitigate disputes, enhance collaboration, and improve outcomes for students with disabilities. This research adds to the knowledge on teacher preparation and recommends incorporating conflict resolution strategies into training. By focusing on alternative dispute resolution mechanisms like mediation and IEP facilitation, the study offers insights to improve school-family collaboration and enhance the educational experience for special needs students.