Article2001

The Effects of Self-Directed IEP on Student Participation in IEP Meetings

Sarah Allen · Anne Smith · David W. Test · Claudia P. Flowers · Wendy M. Wood

64 citations0/0 files storedCareer Development for Exceptional Individuals

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Behavioral and Psychological Studies Disability Education and Employment Down syndrome and intellectual disability research

Abstract

This study evaluated the effects of teaching a modified version of Self-Directed IEP to students with moderate mental retardation on participation in their Individual Educational Program (IEP) meetings. Results indicated a functional relationship between the information taught in the modified Self-Directed IEP lesson package and an increase in student participation in their annual IEP meeting. In addition, there were statistically significant increases from pre-training IEP meetings to post-training IEP meetings for all skills.

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References

1989The McGill Action Planning System (MAPS): A Strategy for Building the Vision 1995ChoiceMaker: A Comprehensive Self-Determination Transition Program 1980An Observational Analysis of the IEP Conference 1995Whose Future is it Anyway? Promoting Student Involvement in Transition Planning 1994Facilitating Student Participation in Individualized Education Programs through Motivation Strategy Instruction 1989Effects of a Student Participation Strategy in Facilitating the Involvement of Adolescents with Learning Disabilities in the Individualized Educational Program Planning Process 2000Promoting Self-Determination: Using Take Action to Teach Goal Attainment 1988Learning Disabilities

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2011Promoting IEP Participation 2006Using IEP Goals and Objectives to Teach Paragraph Writing to High School Students with Physical and Cognitive Disabilities 2016My IEP: A Student-Directed Individualized Education Program Model 2014Promoting Self-Determination and Transition Planning Using Technology 2004Teaching Middle-School Students with Disabilities to Use an IEP Template

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