Planning and Implementing Student-Led IEPs for Students With EBD

Mariya T. Davis

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Disability Education and Employment Behavioral and Psychological Studies Higher Education Practises and Engagement

Abstract

Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

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2009Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities 2009Evidence-Based Practices in Secondary Transition 2006Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice 2004Student Involvement in Individualized Education Program Meetings 2007Effects of Self-Determination Interventions on the Academic Skills of Students with Learning Disabilities 2004Transition Planning for Secondary Students with Disabilities 2014A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition 2013Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools.

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