Effects of the Self-Directed IEP on Student Participation in Planning Meetings

Abstract

Although federal special education legislation and the self-determination movement have promoted and increased students' attendance at their Individualized Education Program (IEP) meetings, students' active involvement in the IEP process remains limited. This study used the Self-Directed IEP with five students identified with a variety of disabilities to increase participation in their IEP meetings. The results indicated a functional relationship between the implementation of the Self-Directed IEP and increased student participation in IEP meetings. Furthermore, students were able to generalize their newly acquired skills to their real IEP meetings.

The Impact of Teaching Self-Determination Skills on the On-Task and Off-Task Behaviors of Students With Emotional and Behavioral Disorders

“…The lack of promoting vocational training is disappointing considering that research indicates that vocational training is a positive motivator for keeping students with EBD in school and a strong indicator of positive life experiences for this population (Carter, Lane, Pierson, & Glaeser, 2006;. Increasingly, researchers have cited the importance of self-determination and active student involvement in IEP or transition planning meetings (Arndt, Konrad, & Test, 2006;Powers, Turner, Westwood, Matuszewski, Wilson, & Phillips, 2001;Wehmeyer & Lawrence, 1995) as key components to successful adult outcomes for students with disabilities, including EBD. However, research also suggests that students with EBD tend to experience lower levels of selfdetermination and face inadequate preparation in this important skill area .…”

“…Generalization data were collected in 4 single subject studies Konrad & Test, 2007;. Arndt et al (2006) and Konrad and Test (2007) had positive generalization results. However, and did not see generalization of the skills.…”

‘It’s my home and your work’: the views of a filmed vignette describing a challenging everyday situation from the perspective of people with intellectual disabilities

“…It seems logical to assume that participants’ disabilities or needs for support influence their capacity for self-determination and decision-making in daily life (Wehmeyer & Garner, 2003). Therefore, an important aspect in the care of people with intellectual disabilities is not only to aim at greater involvement in their own daily lives, but also to teach self-determination skills (Arndt, Konrad, & Test, 2006). …”

Can Appreciative Inquiry increase positive interactions, student self‐advocacy and turn‐taking during IEP meetings?

“…In fact, according to post hoc surveys of IEP meetings in the study, student strengths, needs, and interests were discussed less frequently than was any other category of IEP meeting content. Many studies have concurred that students participate minimally in their IEP meetings if at all (Arndt, Konrad and Test, 2006;Childre and Chambers, 2005;Hughes and Presley, 1998;Martin, Mithaug, Cox, et al, 2003;Mason, Field and Sawilowsky, 2004;Matthews, 1998;Menlove, Hudson and Suter, 2001;Sands, 1998;Snyder, 2000;Test, Mason, Hughes, et al, 2004). The processes and content at IEP meetings include variables that can be measured to describe the quality of the IEP meeting.…”