A collaborative and inclusive Individualized Education Program (IEP) results in higher achievement for students, therefore, there is a societal need to better understand parent perspectives regarding this process. The purpose of this qualitative descriptive study was to explore how parents on an IEP team describe the influence of the four Disability Studies in Education (DSE) tenets on the program's collaboration and inclusiveness in a Midwestern state of the U.S. Four research questions pertaining to how parents describe the influence of the four DSE tenets on the collaboration and inclusiveness of the IEP process will guide this study. Mixed convenience and purposive sampling were used to acquire the sample population, which was 17 parents who were or currently are part of an IEP team within the past ten years and who live in a Midwestern state. Semi-structured interviews and journal prompts were used as the data sources. Thematic analysis was used to obtain the results of this study, which concluded that parents describe the context of disability as merely a difference in learning or ability; privileging the agendas and voices of people with disabilities requires communication, preparation, and advocacy; educational opportunities and access to other aspects of society necessitate inclusion, and competence concerning the collaboration and inclusiveness of the IEP is defined by breaking the element up into strengthening parent voice and strengthening student's voice. This study provides information that can be used to inform schools of the types of supports needed for parents involved in an IEP team. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]