Embedded Files
Student involvement in their Individualized Education Program (IEP) is crucial for developing self-advocacy skills, understanding their disability and IEP, requesting accommodations, and participating in their transition planning. It empowers students and fosters self-determination. Students can participate in a variety of ways that are comfortable to them, from doing introductions, sharing work, offering coffee or water as participants arrive to sharing their goals, and facilitating. Here are various ways students of different ages can start engaging in their IEP process:
Early Elementary (Pre-K-2nd Grade):
Attending and observing IEP meetings: This allows young students to familiarize themselves with the process and the people involved.
Creating a "My Strengths and Needs" chart: Using pictures or illustrations, students can identify their strengths and areas where they need support.
Sharing their favorite learning activities and environments: This helps educators understand their preferences and tailor their IEP accordingly.
Sharing likes and dislikes to help build relationships, connections and areas of interest.
Later Elementary (3rd-5th Grade):
Participating in goal-setting discussions: Students can share their aspirations and work with the team to develop achievable goals.
Monitoring their own progress: Students can track their progress toward their goals using charts or graphs.
Identifying and requesting specific accommodations: Students can learn about different accommodations and advocate for those they find helpful.
Welcoming IEP participants to the meeting and offering coffee or water. Students can play a role in setting a positive welcoming environment.
Celebrating successes and sharing work.
Middle School (6th-8th Grade):
Leading portions of the IEP meeting: Students can introduce themselves and explain their strengths and needs. Sharing likes and dislikes about their day and schedule.
Developing their own transition plan: Students can start thinking about their future goals and how their IEP can help them achieve them.
Sharing their WiTransition App survey results as it will guide Postsecondary Transition Plan (PTP) conversation.
Sharing Xello interest inventory results and any related Academic and Career Plan (ACP) work.
Advocating for themselves in meetings: Students can express their opinions and concerns and ask questions.
High School (9th-12th Grade):
Co-leading their IEP meetings: Students can play a more active role in facilitating the discussion and decision-making.
Identifying and seeking out additional resources: Students can research and propose additional support services they might need.
Taking ownership of their IEP and transition plan: Students can become responsible for implementing their IEP and making informed decisions about their future.
General Tips for Encouraging Student Participation:
Provide age-appropriate information about disabilities and IEPs.
Start early and gradually increase student involvement over time.
Use visuals and other supports to make information accessible.
Create a safe and supportive environment for students to express themselves.
Celebrate student successes and progress.
Offer ongoing support and guidance throughout the IEP process.
Meet with students prior to the IEP meeting to discuss the IEP and meeting agenda.
By encouraging student involvement in the IEP process from a young age, we can empower them to become active participants in their own education and transition planning. This can lead to increased self-determination, improved educational outcomes, and a more successful future.
I’m Determined in Virginia shares student led examples at different ages.
Culturally Responsive Language in Self-Advocacy
Page updated
Google Sites
Report abuse