Student Involvement in Individualized Education Program Meetings

David W. Test · Christine Y. Mason · Carolyn Hughes · Moira Konrad · Melia Neale · Wendy M. Wood

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

Abstract

We conducted a review of the literature to investigate interventions designed to increase students' involvement in their individualized education program (IEP) process. Sixteen studies were identified and analyzed in terms of six variables: purpose, participants/setting, design, dependent variables, independent variable, and results. Our findings suggest that students with widely varying disabilities can be actively involved in the IEP process. Our results also indicate that both published curricula designed to teach students skills to enhance their participation prior to IEP meetings and person-centered planning strategies are effective in increasing students' involvement in their IEP meetings, as substantiated through direct observation; scores on measures of self-determination; and/or feedback from participants, parents, and teachers. We discuss the results in terms of implications for practice and research, the need for future studies to assess the impact of student participation on students' daily lives, and the need for institutions of higher education to prepare teachers to include students in the IEP process.

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References

1997Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities 2001Effects of Interventions to Promote Self-Determination for Individuals With Disabilities 1998The Relationship Between Self-Determination and Quality of Life for Adults with Mental Retardation 2000A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning 1994Development of A Model for Self-Determination 1998A practical guide for teaching self-determination 2002Current Challenges Facing Secondary Education and Transition Services: What Research Tells Us

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2005Perspectives of Students with Intellectual Disabilities about their Experiences with Paraprofessional Support 2006Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities 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 2008Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities

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