1. Involving Students in Their IEP Meetings: a Teacher’s and
Administrator’s Perspectives
Presented By: Melissa Madden & Norma Ting

2. OUR JOB IS NOT TO
PREPARE STUDENTS
FOR SOMETHING.
OUR JOB IS TO HELP
STUDENTS PREPARE
THEMSELVES FOR
ANYTHING
-- A.J. JULIANI --

3. OBJECTIVES Review law and transition.
Provide research and rationale for involving students in the
IEP process.
3. Tips for educators to make student led IEPs a reality and gain
administrative support.
4. Discuss available resources.

4. In the school year, 6.6 million students in the United States ages were served under the Individuals with Disabilities Education (IDEA).

6. IDEA 2004 and Transition IEP
1. Transition planning begins not later than the first annual IEP
when the child is 16, and updated annually. In many states transition planning begins at age 14.
2. In Oklahoma, transition planning must be in effect not later than the beginning of the student’s ninth grade year or upon turning 16, whichever comes first.
LEGAL MANDATES

7. 3. In the case of transition IEPs, the child must be invited, and his or her preferences must be considered. Representatives of agencies providing transition services must also be invited.
4. Students who are actively involved in their IEP meetings have a better outcome when they leave high school.

8. Who participates in the IEP meeting?

9. * parent
* student
* special education teacher
* general education teacher
* administrator
* related service providers as appropriate
* transition agency representative as appropriate

10. What percentage of time does each IEP member speak?

12. Why Is This Cake on Fire? Inviting Students Into the IEP Process
JIGSAW ACTIVITY

13. RATIONALE STUDENT INVOLVEMENT
*Time spent talking in IEP meeting:
3% student and 51% special education teacher
*Students have become token members
*Significantly lower post school outcomes for students with disabilities
RATIONALE STUDENT INVOLVEMENT

14. STRATEGIES TO INCREASE STUDENT INVOLVEMENT*
The Student Led IEP
*Student Created Presentations at IEP Meeting (One Pager)
*Student Chooses Attendees & Sends Invites
*Student uses Summary of Performance or Script
*Role Play the IEP Meeting
STRATEGIES TO INCREASE STUDENT INVOLVEMENT

17. BUILD YOUR OWN ONE PAGER
ONE PAGER ACTIVITY
BUILD YOUR OWN ONE PAGER

18. TRANSITION RESOURCES FOR TEACHERS
*Zarrow Center for Learning Enrichment
*Free Evite
*Free Invitation Flyers
TRANSITION RESOURCES FOR TEACHERS

19. *Oklahoma Transition Services Resource Guide
*One Pager

20. 3 STEP APPROACH FOR CHANGE
*Administrative Dialogue
*Train All IEP Team Members
*Dedicated Transition Time
3 STEP APPROACH FOR CHANGE

21. REFERENCES
Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom practice.
Learning Disabilities Research & Practice, 16(2),
Kellems, R. O., & Morningstar, M. E. (2010). Tips for transition. Teaching Exceptional
Children, 43(2),
Landmark, L. J., Roberts, E. L., & Zhang, D. (2013). Educator’s beliefs and practices about
parent involvement in transition planning. Career Development and Transition for
Exceptional Individuals, 36(2), doi: /

22. Lubbers, J. H. , Repetto, J. B. , & McGorray, S. P. (2008)
Lubbers, J. H., Repetto, J. B., & McGorray, S. P. (2008). Perceptions of transition barriers,
practices, and solutions in Florida. Remedial and Special Education, 29(5), doi: /
Martin, J. E., Greene, B. A., & Borland, B. J. (2004). Secondary student’s involvement in their
IEP meetings: Administrators’ perceptions. Career Development for Exceptional
Individuals, 27(2),
Martin, J. E., Marshall, L. H., & Maxson L. L. (1993). Transition policy: Infusing self-
determination and self-advocacy into transition programs. Career Development and
Transition for Exceptional Individuals. 16, doi: /

23. Martin, J. E. , Van Dycke, J. , D’Ottavio, M. , & Nickerson, K. (2007)
Martin, J. E., Van Dycke, J., D’Ottavio, M., & Nickerson, K. (2007). Student-directed summary
of performance: Increasing student and family involvement in the transition planning
process. Career Development and Transition for Exceptional Individuals, 30,
doi:10.117/
Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L.,
& Lovett, D. L. (2006). Direct observation of teacher-directed IEP meetings:
Establishing the need for student IEP meeting instruction. Council for Exceptional
Children, 72(2),

24. Martin, J. E. , & Williams-Dehim, K. (2013)
Martin, J. E., & Williams-Dehim, K. (2013). Student engagement and leadership of the transition
planning process. Career Development and Transition for Exceptional Individuals, 36(1),
doi: /
Mason, C. Y., McGahee-Kovac, M., Johnson, L., & Stillerman, S. (2002). Implementing student-
led IEPs student participation and student and teacher reactions. Career Development for
Exceptional Individuals, 25(2),

25. Myers, A., & Eisenman, L. (2005). Student-Led IEPs: Take the first step, Teaching Exceptional
Children, 37 (4),
United States Department of Education Office of Special Education Programs (2007). Topical
brief: Secondary education. Retrieved from
Van Dycke, J., L., Martin, J. E., & Lovett, D. L. (2006). Why is this cake on fire? Inviting
students into the IEP process. Teaching Exceptional Children, 38(3),