Teaching Middle-School Students with Disabilities to Use an IEP Template

Abstract

An emerging research base is documenting successful participation in the IEP process among students with disabilities. However, research to date has included primarily high-school students and has not focused on encouraging students to actually write IEP drafts. In the present study, we examined the effects of an IEP writing intervention on the ability of 7 middle-school students with high-incidence disabilities to write drafts of their own IEPs. We measured the primary dependent variable by having students complete an IEP template, scored using a rubric. Data were also collected on students' knowledge of the IEP process and their satisfaction with the intervention procedures used. Results indicated a functional relationship between Template instruction and increases in completeness of Template responses for all 7 participants.

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