1. Student Led IEPs: Times of the Future
Denise Dudley
Transition Specialist

2. Questions We Should Ask
Do we encourage our students to become involved in their IEP meetings?
At what age should this involvement begin?
Do students contribute to the IEP?
Do students contribute during the IEP meeting?
Do students understand that the IEPs are designed to improve their results and outcomes?

3. Attendance vs Patricipation
IDEA 2004
Students must be invited to their IEP meetings the year they turn 14 and for the remainder of their high school years (age 16 Federal Law)
IEPs for transition aged students include measurable postsecondary goals based on the student’s strengths, preferences, and interests

4. Who talks during the IEP?
51% Special Ed Staff
15% Family
9% General Ed
9% Administrators
6% Support
5% Multiple Conversations
3% Student
2% No Conversation

5. Traditional vs. Student Led IEP
More focused on student
IEP more relevant to student needs
Meeting maintains positive focus and interactions
Student in the drivers seat

6. What are usual student concerns?
Lack of understanding of own strengths, interests, emotional disability
Communication or organizational skills
Social Skills
Problem Solving, concentration, focus
Behavior
Emotions (shy, speaking in front of others)

7. Impact of Student Led IEPs
Students attend more IEP meetings in a positive manner
More parents attend IEP meetings and share information
Students talk more about the job they wanted
Students feel more in control and that their voice is heard
Students understand their IEP goals more clearly

8. Impact on Families Increased family involvement and discussion
Improved communication with teacher and administration
Helps develop a more self-determined youth
Positive interaction with school professionals

9. Impact on School Professionals
Promotes positive relationships with student and families
IEP meeting becomes more about student and less about the ‘process’
Indicator 13
Indicator 14

10. Change Is Never Easy!
Preparation – (When to meet with the student)
Disability Awareness, Self-Determination, Disclosure, Career Planning
Accountability
Lack of Student Motivation
Lack of Administration or Teacher Support
Student Disability Level

11. Level of Student Participation
Attending
Speaking
Asking Questions
Introducing
Initiating Different Parts of the IEP Meeting
Leading with Support
Leading Independently

12. The Process State Purpose Introduce Members
Review past goals and performance
Transition Powerpoint
Ask questions if you don’t understand
State the support/accommodations you’ll need
Summarize/Review
Close Meeting

13. How to Encourage Participation
Transition Template
Explain the importance of the IEP Meeting
Translate ‘education’ language
Self-determination forms to teachers
Practice (Role-play, review powerpoint)
Gather feedback from student, parent, administration

14. How to Promote Participation
Enthusiasm is contagious
Ask students to share experiences with new students
Reinforce with the student “they can do this” – They are the Expert!
Practice

15. Preparing The Student……..
Involve families
Determine level of participation
Powerpoint or script
Determine seating arrangements (if needed)
Discuss who will attend, length of meeting, etc.
Increase disability and ability awareness (focus on strengths)
Have Prompts
Have “Plan B”

16. Ground Rules
The IEP will start and end on time.
Don’t interrupt when another person is speaking
Don’t criticize the ideas of others
Build on the ideas of the committee
Remain open-minded
Everyone participates
Make compromises when necessary
Follow the agenda

17. EXAMPLES AT
THE
MIDDLE SCHOOL AND
HIGH SCHOOL LEVEL

18. “Dependent people need others to get what they want
“Dependent people need others to get what they want. Independent people can get what they want through their own efforts. Interdependent people combine their own efforts with the efforts of others to achieve their greatest success”
Stephen Covey