Why is This Cake on Fire?

Dycke, Jamie L. Van; Martin, James E.; Lovett, David

doi:10.1177/004005990603800306

Cited by 20 publications

(3 citation statements)

References 10 publications

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“…Imagine an IEP meeting being a birthday party. All attendees are discussing the upcoming event, planning for it, sending invitations, and dividing the jobs, but nobody invites the child, or asks his theme and cake preferences (Van Dycke, Martin, & Lovett, 2006). As this continues year after year, the child may think that the IEPs are not important at all.…”

Section: Importance Of Student-led Iepmentioning

confidence: 99%

Planning and Implementing Student-Led IEPs for Students With EBD

Davis

Cumming

2019

Beyond Behavior

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PLANNING AND IMPLEMENTING 2 Planning and Implementing Student-led IEPs for Students with EBDEric is a 17-year-old high school junior who enjoys football, tennis, and automobiles.Eric has been receiving special education services in general education classes as a student with an emotional disturbance since he was in fourth grade. An Individualized Education Program (IEP) has been implemented to address Eric's behavioral and social-emotional needs often exhibited by agitation, withdrawal, and a reliance on others to coach him in new situations. As Eric's junior year is coming to a close, he becomes increasingly anxious about his plans after graduation. Eric has been dreaming what he would like to do after school, but is uncertain what the future holds and doubtful about being prepared to enter the workforce. Eric has been sharing his career interests and goals with his parents and IEP case manager Mr. Adams. But Eric is apprehensive about completing a task that Mr. Adams his given him, which is to help lead the upcoming transition IEP meeting. He lacks confidence presenting and speaking in front of people, especially adults. Still, Eric agrees with Mr. Adams and his parents that he needs to have the opportunity to practice public speaking and advocate for his needs.The Individuals with Disabilities Education Act (IDEA) requires the provision of transition services to students with disabilities in order to prepare them for adulthood (IDEA, 2004). That population of students includes youth like Eric, who is verified with emotional disturbance, hereafter referred to as emotional and behavioral disorders (EBD). While transition services for students with EBD have improved over the last three decades, postsecondary outcomes for students with EBD continue to pose concerns for youth, families, educators, and researchers (Wagner, 2014). Research indicates that students with EBD consistently experience dismal outcomes in the areas of employment, postsecondary education, and community

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Section: Importance Of Student-led Iepmentioning

confidence: 99%

Planning and Implementing Student-Led IEPs for Students With EBD

Davis

Cumming

2019

Beyond Behavior

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mentioning

confidence: 99%

“…Understandably, many students with disabilities are frustrated that IEP meetings are not structured to support their participation; students want to be part of the process. Van Dycke et al (2006) compared traditional educator-led IEP meetings to planning a birthday party without considering preferences of the child or making arrangements for them to be the center of attention at the event. When not involved in the process students will likely find little meaning, which may be compounded with each subsequent experience.…”

mentioning

confidence: 99%

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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