STUDENT-LED IEPS
For Students with More Significant Disabilities
What exactly is a student-led IEP meeting?
An IEP meeting where the most
important person at the meeting-THE
STUDENT- takes part in the meeting
to the greatest extent possible.
I Decide

Self- Determination is Making My Dreams Happen
by Having Choices and Control over My Life
Student-Led IEPs foster Self-Determination
Self-Determination is “a combination of skills, knowledge, and
beliefs that enable a person to engage in goal-directed, selfregulated, autonomous behavior. An understanding of one's
strengths and limitations, together with a belief of oneself as
capable and effective are essential to self-determination.
When acting on the basis of these skills and attitudes,
individuals have greater ability to take control of their lives
and assume the role of successful adults in our society” (Field,
Martin, Miller, Ward, and Wehmeyer, 1998, p.2).
Wehmeyer (2002)also says, “Self-determined people are
actors in their own lives instead of being acted upon by
others.”
Becoming My Own Self-Advocate


As an Adult, you will need to speak up for yourself.
When you do this you are being a “self-advocate”.
Good Self-Advocates are informed about the topic
they are discussing. They speak calmly and clearly.
They listen while others speak and consider the
importance of what they are hearing.
What does the law say about students
leading their IEP meetings?
The Individuals with Disabilities Education Act says:
Students (regardless of how young, but always by
age 16) must be invited to an IEP meeting where
transition will be discussed.
AND
The student’s individual strengths, weaknesses,
needs, and interests must be considered when the
IEP is being completed, as well as throughout its
implementation
Student-Led IEPs incorporate proven
best practices in transition education
Student
Focused
Planning
Family
Involvement
Student
Led
IEPs
Student
Development
Collaboration
and Program
Structure
Source: National Secondary Transition Technical Assistance Center
Existing Curriculums and Guides

Choicemaker- “Self-Directed IEP”

Next S.T.E.P.

Whose Future is it anyway?- The ARC

Nichcy’s-A Student’s Guide to the IEP
Examples of Students
Leading IEP Meetings
IEP Poster
Quick Start Guide
4 Steps
Step 1- Pre-Meeting Planning
Step 2- During Meeting Activities
Step 3- Post Meeting Debriefing
Step 4- Annual Review of Previous
Meeting
STEP 1- Pre-Meeting Planning
Activities:
1. Case manager completes state mandated sections of
IEP.
2. Student completes interest inventories and skill
assessments
3. Case manager and student work together to choose
remaining goals, based on results of assessments
4. Mode of IEP meeting presentation is decided upon
5. Components of meeting are created
6. Student practices
Step 2: During meeting activities
1.
2.
3.
4.
Case manager explains that student will be
leading meeting and questions may be presented
to him or her, as well as the student, as meeting
proceeds.
Student begins the meeting.
Case manager sits back and listens unless the
student or other team members have questions.
Case manager takes control of meeting back over
at the necessary point
Step 3: Post-meeting debriefing
1.
2.
3.
4.
5.
Case manager provides student with much praise
for his or her performance in meeting.
Case manager asks student how he or she felt
during meeting.
Case manager asks student what went well and
what could have gone better.
Case manager documents student response and
files them with the IEP for future reference.
If meeting was filmed, watch it and discuss.
Step 4: Annual review of previous
meeting
1.
2.
3.
Before the process is completed the following year,
review student responses and/or video from
previous year
Use last year’s shortcomings or strengths to guide
the upcoming process
Return to Step 1- IT’S THAT EASY!
Helpful hints





Send draft of IEP home before meeting
Be prepared to intervene, but don’t take over
Always be sure that students have a question and
answer time for team members at some point in the
meeting
Film student in meeting-you may use it for other
things later
Make sure the student really understands the
purpose of an IEP, rather than just going through the
motions
References





Evidence Based Secondary Transition Practices.(2011). Retrieved from:
www.nsttac.org
Hawbaker, B.W. (2007). Student-Led IEP meetings: Implementation strategies. Teaching
Exceptional Children Plus, 3 (5), Article 1. Retrieved February 12, 2012 from:
http://journals.cec.sped.org/tecplus/vol3/iss5/art4/
Field, Martin, Miller, Ward, and Wehmeyer, (1998). A practical guide for teaching selfdetermination. Council for Exceptional Children. Reston, VA: CEC Publications.
Test, D.W., Fowler, C.H., Richther, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P., &
Kortering, L. (2009). Evidence-based practices in secondary transition. Career
Development for Exceptional Individuals, 32, 115-128.
Uphold, Nicole M.; Walker, Allison R.; and Test, David W. (2007) "Resources for Involving
Students in Their IEP Process," TEACHING Exceptional Children Plus: Vol. 3: Iss. 4, Article
Available at: http://journals.cec.sped.org/tecplus/vol3/iss4/art1
Presenter Contact Information
Marisol Walker, M. ED
mwalker@shelbyed.k12.al.us
Special Education Teacher at Shelby County High
School
Carla Layton, ED.S
clayton@shelbyed.k12.al.us
Program Specialist