Student Led IEPs - The Importance of, and Why They Are Largely Ignored

The idea of students with disabilities actually leading their own IEP team may strike some as a noble, but impractical goal.However, research is clear that, for those students who play a significant role in choosing their IEP accommodations, having self-knowledge of the strengths and weaknesses, planning their adult future and reviewing their progress are far more self-determined than their disabled peers.Self-determination for people with disabilities emphasizes that individuals are in charge of their own lives, rather than having decisions made for them by others.  It involves making choices, setting goals, problem-solving, and advocating for oneself, while seeking necessary assistance.In this first of a multi-episode series on student led IEPs we look at how teachers go about starting the practice, how they recruit students and some of the ways they work with students to prepare for an IEP. Resources and References:The I'm Determined guide to student involvement in their IEP process https://www.imdetermined.org/tool/student-involvement-in-the-iep-modules/Council for Exceptional Children. Guide to student participation in their IEP development. Although this guide was written in 2001 it still holds valid as a useful way to chart and monitor progress.                     https://files.eric.ed.gov/fulltext/ED455623.pdf IRIS Center is a leader in this and other special education research to classroom practices: https://iris.peabody.vanderbilt.edu/module/tran/cresource/q2/p03/#content Student transition IEP toolkit (another option for a guide): https://raisecenter.org/student-led-transition-iep-toolkit/ An organization dedicated to promoting self-determination for young people with disabilities  (I’m Determined): https://www.imdetermined.org SummaryThis podcast episode makes the case for involving students with disabilities in their own IEP planning and meetings. The host explains why self-determination matters, shares teacher and trainer strategies, gives a case-study example, and previews future episodes on overcoming barriers.Key takeawayStudent involvement in IEPs is a practical way to build self-determination skills that strongly predict post-school success. Even though students are often reluctant and schools rarely prioritize participation, teachers can start small, use role models, and prepare students gradually to take an active or leading role.Importance of Student Involvement in IEPsStudent participation in IEP planning and meetings builds self-determination skills that are at least as important as other school learning.Research shows the more self-determined a student is when leaving high school, the better their chances of a successful adult life; IEP involvement is an effective way to learn choice-making, goal setting, problem-solving, and self-advocacy.Students Often Not Participating MeaningfullyIn the host’s work as a special education parent advisor, most parents report their child does not participate in IEP planning or meetings in any meaningful way.Many families have never been told by schools that students can and should participate, and staff often have little idea how to involve students because administrators have not made it a priority.Teacher Strategy: Teach Rights and Build Toward LeadershipOne teacher advises against frustration when students are reluctant, noting that very few students volunteer to lead their IEP meeting the first time.At the start of the school year, this teacher’s stated goal is to teach students their rights, explain the content of their current IEP, help them write future IEPs, and guide them toward leading their own meetings.Start with Students Likely to SucceedA trainer recommends beginning with students predicted to have a high probability of success, so the teacher becomes comfortable with the strategies and strong student role models can encourage peers.Useful signs to look for include interest in their own IEP, self-advocacy, individual communication skills, and perceived status among peers.Hector Case Study: Step-by-Step IEP PreparationHector, a high school sophomore, worked with his teacher Mr. Wooten to participate in his IEP meeting by describing his disability, stating his needed accommodations, and sharing his post-school career plans.In September Hector learned about his disability and accommodations; in October he explored post-school plans; through October and November they updated his class progress; and before the December meeting they practiced the presentation, which allowed Hector to achieve his goal.Warning: IEP Content Can Trigger Denial or EmbarrassmentTrainers caution that some IEP information may embarrass or surprise students, and many students are in denial about having a disability or believe trying harder will make it disappear.Many graduates delay disclosing a learning disability in college until they receive failing or unsatisfactory grades, and later say they knew they should have contacted the college special services coordinator but wanted to be like everyone else.Parent Barriers and Future EpisodesFor parents, hearing that their child should be involved in their IEP can feel like an insurmountable problem, and convincing the school is often frustrating and can feel like institutional gaslighting.The host states that future episodes will look at ways to overcome barriers to full student involvement in IEPs.Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)