Engaging Students and Parents in Transition-Focused Individualized Education Programs

Wendy Morrison Cavendish · David J. Connor · Eva Rediker

36 citations0/0 files storedIntervention in School and Clinic

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Disability Education and Employment Parental Involvement in Education Legal Issues in Education

Abstract

The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in IEP and transition planning. This article offers recommendations of an effective way to facilitate student-led IEP meetings. These three phases of IEP can support teachers’ roles in facilitating student and parent involvement in student-led IEP meetings. This article provides a model of how best practices in pre-IEP, IEP, and post-IEP meeting protocols can be implemented and outlines practices for developing reciprocal relationships with students and parents to facilitate meaningful involvement in educational planning.

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1985Intrinsic Motivation and Self-Determination in Human Behavior 1988Intrinsic Motivation and Self-Determination in Human Behavior 2001The Dropout Process in Life Course Perspective: Early Risk Factors at Home and School 2005Self-Determination and Individuals with Severe Disabilities: Re-Examining Meanings and Misinterpretations 2008The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services 2004Student Involvement in Individualized Education Program Meetings 2007Examining Individual and Ecological Predictors of the Self-Determination of Students with Disabilities 2004A 3-Year Study of Middle, Junior High, and High School IEP Meetings

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2017Sharing Power With Parents: Improving Educational Decision Making for Students With Learning Disabilities

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