“It’s My Meeting!”: Involving High School Students With Significant Disabilities in the Individualized Education Program Process

Howard, Maureen; Reed, Alexandra S.; Francis, G.

doi:10.1177/0040059920958739

Cited by 2 publications

(2 citation statements)

References 27 publications

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“…Addressing these barriers to scale-up student-led IEP implementation likely requires a coordinated effort from school districts, policymakers, teacher-educators, and researchers. School personnel who have concerns about student ability should consider strategies presented in existing literature, including Davis and Cumming (2019; focused on emotional behavioral disabilities), Howard et al (2021; focused on students with significant disabilities), and Chandroo et al (2018; focused on students with autism spectrum disorder). In addition, asset-based approaches to transition planning may guide school personnel in shifting their focus from students’ deficits (i.e., inabilities) to their strengths (i.e., abilities; Yeager & Deardorff, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…When students are asked to participate in meetings without proper preparation, they are often called upon to deliver unprepared responses to weighty questions without the benefit of time to consider their responses (Doronkin et al, 2020). Existing literature provides guidelines for implementing student-led IEPs with students with various disabilities (Chandroo et al, 2018;Davis & Cumming, 2019;Hagner et al, 2014;Howard et al, 2021), students in elementary school (Danneker & Bottge, 2009), and students who use augmentative and alternative communication devices (Biegun et al, 2020). Konrad (2008) outlined five stages of the IEP process to maximize student involvement.…”

Section: Student-led Iepsmentioning

confidence: 99%

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Barriers to Implementing Student-Led IEPs

Scheef,

Yeager,

Deardorff

2023

Career Development and Transition for Exceptional Individuals

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Traditional teacher-led individualized education programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional teacher-led model. As such, this study explored barriers to student-led IEPs, including an analysis of the differences in perceptions between school personnel who currently report facilitating student-led IEPs and those who report not facilitating student-led IEPs. In total, 275 participants completed quantitative survey items, with 155 of these same participants providing responses to a qualitative open-ended question. Results suggest common barriers to student-led IEPs include factors related to (a) students, (b) systemic issues, and (c) other IEP team members. In addition, those who do not have students who lead IEPs were more likely to identify the following specific factors as barriers: student ability, teacher self-efficacy, personal interest, and the age of the student. Discussions about implications for practice and future research are included.

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Section: Discussionmentioning

confidence: 99%

Section: Student-led Iepsmentioning

confidence: 99%

Barriers to Implementing Student-Led IEPs

Scheef,

Yeager,

Deardorff

2023

Career Development and Transition for Exceptional Individuals

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Student-Led Individualized Education Programs: A Gateway to Self-Determination

McNaught,

Biegun,

Swartzentruber

2024

LSHSS

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Purpose: The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. Method: The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined . Results: One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. Conclusions: This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward.

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“It’s My Meeting!”: Involving High School Students With Significant Disabilities in the Individualized Education Program Process

Cited by 2 publications

References 27 publications

Barriers to Implementing Student-Led IEPs

Barriers to Implementing Student-Led IEPs

Student-Led Individualized Education Programs: A Gateway to Self-Determination

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