A Qualitative study of Stakeholders perception and collaboration among the IEP team meetings in Delhi government schools.

A Qualitative study of Stakeholders perception and collaboration among the IEP team meetings in Delhi government schools. Gyanendra Nath Singh This research paper critically reviews and gains insight into the implementation and functional effectiveness of Individual Education Plan (IEPs) and IEP team meetings along with the stakeholders perception and role in the Delhi Government schools. India had a vast history of legal and statutory enactments which support persons with disabilities, including the Right to Education (RTE) Act, 2009, and the Rights of Persons with Disabilities (RPwD) Act, 2016, and the recent National Educational policy 2020 (NEP-2020), the research contextualizes the Directorate of Education's (DoE) mandate to provide equitable and inclusive education for children with special needs (CWSN) in mainstream settings. The study highlights the systematic and structured bi-annual revision process and the central role of Special Education Teachers (SETs), who lead the collaborative development of IEPs in partnership with parents and subject teachers. Findings reveal a complex landscape: while 93% of students reportedly achieved their IEP goals in the 2021-22 session, significant challenges persist. These include limited teacher preparedness, a lack of specialized awareness among general educators, and systemic resource and time constraints that hinder multidisciplinary collaboration. Stakeholder perspectives highlight a disconnect, with parents often perceiving the process as educator-driven despite a strong desire for meaningful participation. To enhance the IEP process, the study recommends a child-centered philosophy that prioritizes individual identity and preferences. Key recommendations include fostering early school-parent relationships, ensuring SMART goal alignment, and providing robust professional development for administrators and staff. By addressing these systemic barriers and promoting a culture of empathy and data-driven monitoring, Delhi's schools can more effectively meet the diverse needs of all learners.