Factors contributing to the effectiveness of the Indiana Special Education Mediation Project
Abstract
This research examined factors that contribute to the effectiveness of the Indiana Special Education Mediation Project. The sample consisted of 38 special education mediations between parents and school districts in Indiana. Descriptive data were analyzed to provide a statistical base to judge operational efficiency. Predictions of long-term success based on Goal Achievement Theory were contrasted with predictions of long-term success based on Procedural Justice Theory. Goal Achievement Theory focuses on the view that the participants will be satisfied with the agreement and the mediation to the extent that the parties get what they wanted in the agreement. Goal Achievement Theory proved not to be a very good predictor of long-term implementation of the mediation agreement. The predictions from Procedural Justice Theory were more successful. Participants who felt heard, validated, and that the mediator and the process were perceived as fair were much more likely to have the agreement hold up in the future. These findings have significant long-term implications for the training and operational style of special education mediators.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
School administration|Special education
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