How to be actively involved in my IEP using Bell Ringers Mindy Lingo & Malarie Deardorff The University of Oklahoma

Introductions Mindy Lingo & Malarie Deardorff The University of Oklahoma Sooner Scholars Zarrow center for learning enrichment Former teachers

Agenda Active involvement in IEP Bell Ringers Self-awareness Disability awareness Postsecondary planning IEP involvement Finalize information in one-pager Questions

IEP Involvement Students are more likely to take ownership of the educational planning when they are actively involved in the process (Fiedler & Danneker, 2007). Students are gaining important life skills and demonstrating self-determination when they lead their IEP meetings through goal setting, planning, self-evaluation, mediation, public speaking, self-advocacy, and mediation skills (Martin, et al., 2006) Student-led IEP meetings provide opportunities for students to learn and participate in important social skills (Torgeson, Miner, & Shen, 2004).

Attendance vs. Participation Passive Seat at the table No input provided, or superficial answers given Talking “about” students Participation Active Member of the team Input is sought Talking “with” students

Self-Awareness Secondary Transition Bell Ringers Fundamental Transition Bell Ringers

Disability Awareness Secondary Transition Bell Ringers Fundamental Transition Bell Ringers

Postsecondary Planning Secondary Transition Bell Ringers Fundamental Transition Bell Ringers

IEP Involvement Secondary Transition Bell Ringers Fundamental Transition Bell Ringers

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Zarrow Center for Learning Enrichment Website Contact Information Mindy Lingo @ mindylingo@ou.edu Malarie Deardorff @ malarie.deardorff@ou.edu Zarrow Center for Learning Enrichment Website zarrowcenter.ou.edu