How to Help Students Lead Their IEP Meetings

Mason, Christine Y.; McGahee-Kovac, Marcy; Johnson, Lora
January 2004
Teaching Exceptional Children;Jan/Feb2004, Vol. 36 Issue 3, p18
Academic Journal
This article explores ways towards inculcating leadership attributes in students with disabilities through Individualized Education Programs (IEP). According to authors, increasing student responsibility for their IEPs can influence student and parent by-in and involvement in their IEP process. It has been found through research on student-led IEPs that students taking responsibility knew more about their disabilities, legal rights and appropriate accommodations than other students, besides gaining increased self-confidence and the ability to advocate for themselves. Many general and special educators are enthusiastic about the recent changes they observed in student involvement in education through this method. Apart from that, despite the lack of resources to assist teachers in adequately preparing students for their participation in IEP and transition meetings, the Individuals with Disabilities Education Act of 1997 requires the transition process to include inviting students to IEP meetings when needed transition services are going to be discussed and ensuring that the coordinated set of transition activities is based on student needs. INSETS: Erika's IEP;Questions About Leading IEP Meetings.


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