Cultural Barriers to the Implementation of Individualized Education Programs for Children with Intellectual Disabilities: Perspectives of Parents and Special Educators

The successful implementation of Individualized Education Programs (IEPs) is fundamental to ensuring quality education for children with Intellectual Disabilities (ID). Although educational policies advocate individualized planning and collaborative decision-making, cultural factors may influence the effective implementation of IEPs. The present study examined cultural barriers affecting the implementation of IEPs from the perspectives of parents and special educators. A descriptive survey design was employed. The study included a sample of 60 respondents comprising 30 parents of children with Intellectual Disabilities and 30 special educators selected through purposive sampling. Data were collected using a self-structured questionnaire comprising 30 dichotomous (Yes/No) items assessing cultural beliefs, family attitudes, social stigma, communication, and awareness related to IEP implementation. Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (Independent Samples t-test) were used for data analysis. The findings indicated that respondents consistently perceived cultural beliefs, limited awareness of IEP procedures, communication barriers, and social stigma as important barriers to the effective implementation of Individualized Education Programs. No statistically significant differences were observed in the perceptions of parents and special educators, male and female respondents, or urban and rural respondents. The study highlights the need to strengthen culturally responsive educational practices, family–school collaboration, parental awareness, and the professional development of special educators to support effective IEP implementation. The findings may assist policymakers, school administrators, teacher educators, and special educators in promoting inclusive educational practices that address cultural diversity and enhance educational outcomes for children with Intellectual Disabilities.