The Difference a Year Makes: An ExploratorySelf-Directed IEPCase Study

Lee L. Woods · James E. Martin · Michael Humphrey

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Disability Education and Employment Behavioral and Psychological Studies Collaborative Teaching and Inclusion

Abstract

The Self-Directed IEP has been found effective in increasing student participation in the first Individualized Education Plan (IEP) meeting following Self-Directed IEP instruction. To date, no published reports have examined the extent students are involved during their second IEP meeting following Self-Directed IEP instruction. This study presents an exploratory mixed method case study analysis of a student with a learning disability in sophomore and junior year IEP meetings to illustrate the difference a year can make in IEP meeting participation, the development of postschool goals, confidence, maturity, and self-advocacy. Results indicate a marked increase from year one to year two in the student's word count and speaking rate, a more focused postschool employment vision, and an increase in meeting leadership. Discussion of these results and suggestions for additional research are offered.

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1998Qualitative inquiry and research design: choosing among five traditions.1997Qualitative Research for Education: An Introduction to Theory and Methods 2011Qualitative Research for Education: An Introduction to Theories and Methods 1983Effective Evaluation: Improving the Usefulness of Evaluation Results Through Responsive and Naturalistic Approaches 2006Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice 2004Student Involvement in Individualized Education Program Meetings 2004Implementation of Self-Determination Activities and Student Participation in IEPs 2006Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction

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