Title: Parent perspectives of applying mindfulness-based stress reduction strategies to special education

Purpose: Although parents of children with (versus without) disabilities experience greater stress and some stress can be attributed to their relationship with the school, little research has examined how mindfulness maybe used in special education. In this study, we explored: do parents feel stress during IEP meetings?; how do parents report the use of mindfulness strategies during IEP meetings? And what is the perceived impact of mindfulness during IEP meetings?

Method: In this study, we conducted individual interviews with 26 parents of children with intellectual and developmental disabilities who completed a mindfulness-based stress reduction program.

Findings:

• All but one participant reported advocating for services for their children with disabilities.
• Most participants reported feeling stressed during the IEP meeting. Feelings of stress were due to: the deficit nature of the IEP; the struggle to be an advocate; and intimidation by school personnel.
• Some participants also reported using mindfulness strategies during the IEP meeting. Such strategies included: being in the moment, breathing, focusing on the big picture, and taking a break.  
• Some participants reported that mindfulness helped improve their well-being, their advocacy, their relationship with the school, and their access to services for their children.

For more information, see:

Burke, M.M.,Chan, N., & Neece, C.L. (2017). Parent perspectives of applying

mindfulness-based stress reduction strategies to special education. Intellectual and

Developmental Disabilities, 55, 167-180. DOI: 10.1352/1934-9556-55.3.167