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Increasing self-determination through involvement in the IEP process

Student-led IEPs. Increasing self-determination through involvement in the IEP process. Pre/Post Assessment. 1 . Which statement is true about student-led IEP? Student participates in some way during the IEP meeting Student has to run the entire meeting

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Increasing self-determination through involvement in the IEP process

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  1. Student-led IEPs Increasing self-determination through involvement in the IEP process

  2. Pre/Post Assessment 1. Which statement is true about student-led IEP? • Student participates in some way during the IEP meeting • Student has to run the entire meeting • Student attends the meeting but does not participate 2. Students need to practice their participation before the actual meeting. True or False 3. What is one student benefit of a student-led IEP? • Student will get all A’s • Student will have an opportunity to practice self-determination skills • Student will never misbehave again 4. What is one teacher benefit of a student-led IEP? • Teacher no longer has to speak at the IEP meeting • Teacher no longer has to write IEPs • Positive relationships develop between teacher, parent, and student 5. What is one administrator benefit of a student-led IEP? • Administrator no longer attends IEP meetings • Students with self-determination skills tend to not drop out of school • Administrator does not speak at the IEP meeting

  3. Few things help an individual more than to place responsibility upon him, and to let him know that you trust him.~ Booker T. Washington The price of greatness is responsibility.~Winston Churchill

  4. What are Student-Led IEPs? • Introduce meeting participants • Present important information • Prepare/present select pieces • Lead entire meeting

  5. Who is a good candidate? • All Students • You can use a variety of communication styles to accommodate student needs • Level 1 • Introduce self or others • Level 2 • Building on Level 1 skills • Goal of leading own IEP meeting • Prepare visual aid (i.e. PowerPoint) • All About Me • Level 3 • Building on Level 2 skills • Cooperatively develop all aspects of the IEP • Chair the meeting

  6. Student-Led IEP meeting vs. Traditional IEP meeting Differences? • More focused on student • IEP more relevant to student needs • Meeting maintains positive focus and interactions

  7. Student Benefits Better understanding and awareness of: • Disability • IEP process and relevance • Self-determination skills

  8. Parent Benefits • Increased parent involvement and voice • Improved communication with teacher • More self-determined youth • Positive interaction with school personnel

  9. Teacher Benefits • Positive relationships with student/parent • IEP meeting centered on student needs • The IEP process makes sense to everybody involved . . . “It’s not just paperwork anymore”

  10. Administrator Benefits • Increase in graduation rates • SPP Indicator 1 • Decrease in drop out rates • SPP Indicator 2 • Decrease in inappropriate behavior • SPP Indicator 4

  11. Challenges • Preparation Time • Where to present lessons • Direct instruction • Disability Awareness • Self-determination • Legal jargon/information • Confidentiality Change is always a struggle!

  12. Choose students Explain process Preparation time Begin working Independent worksheets Interview format Involve Parents and IEP Team members Getting Started

  13. Working with the student ... • Review parts of IEP • Determine level of participation • Begin writing chosen pieces/create presentation • Student may type or dictate • Use actual document or • Break up into smaller assignments • Highlight areas student will present

  14. Working with the student… • Increase disAbility and Ability awareness • Impact on functioning • Discuss meeting structure • How long?, Who attends?... • Discuss laws • Pre-graduation (IDEA 04) • Post-graduation (ADA)

  15. Working with the student… • Discuss relaxation techniques • Hold mock meetings--Practice!

  16. Working with the student… • Determine seating • Create back-up plan • Establish prompts and encouragement

  17. Working with the student… • Provide PRAISE! • Encourage thank you notes • Debrief and request feedback

  18. What will I do next… • Pick 1 student • Determine level of involvement • Get Started!

  19. Sources • Virginia Department of Education’s I’m Determined Project • www.imdetermined.org • Council for Exceptional Children • www.cec.sped.org • National Information Center for Children and Youth with Disabilities • www.nichcy.org

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