This paper explores methods by which the Individualized Education Plan (IEP) development process can be improved through the use of systems‐based thinking, specifically through the use of Gittell's (2016) Relational Coordination Model. IEP development meetings have been described as meaningless rituals where parents often leave feeling ostracized from their child's academic experience due to an overemphasis on academic jargon and procedure (Rock, 2000; Salas, 2004). Systems‐based thinking would encourage administrators to empower parents as equal partners in the IEP development process, as originally intended by the Individuals with Disabilities Education Act of 1994. Furthermore, using Relational Coordination as a framework for work‐group structure would also allow school officials to create meaningful relationships with parents based on trust, thus resulting in a more positive IEP development experience and more robust educational plans.

中文翻译：

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应用基于系统的思维来建立更好的 IEP 关系：关系协调的案例

本文探讨了通过使用基于系统的思维来改进个性化教育计划 (IEP) 开发过程的方法，特别是通过使用 Gittell (2016) 的关系协调模型。IEP 发展会议被描述为毫无意义的仪式，在这种情况下，由于过分强调学术术语和程序，父母经常感到被孩子的学术经验排斥（Rock，2000；Salas，2004）。正如 1994 年《残疾人教育法案》最初的意图，基于系统的思维将鼓励管理人员在 IEP 发展过程中赋予父母作为平等伙伴的权力。 此外，