Marybeth+Fafalla-+Increasing+Student+Participation

= Increasing Student Participation in IEP Development =

The LEA must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b). [34 CFR 300.321(b)] [20 U.S.C. 1414(d)(1)(B)] (IDEA, 2004) Although most educators would agree that student input and involvement is a key ingredient in developing an IEP and IDEA 2004 mandates that transition goals be based upon student preferences and interests, current research suggests that the majority of students do not actively participate in IEP meetings (Martin, VanDycke, Greene, et al, 2006; Hawbaker, 2007; Uphold, Miner & Shen, 2004). Martin, VanDycke, Greene, and colleagues noted that in their study of middle school and high school IEP meetings, students attended their meetings 90% of the time, however they only spoke in 3% of the observed intervals (as opposed to special education teachers, who spoke during 51% of the observed intervals) (2006). The researchers warn against having students' presence being only a 'token' that is required by law, instead of being a meaningful experience. Students feel more invested in the process when they actively participate in choosing IEP and transition goals, and therefore may be more likely to be successful in reaching those goals (Arndt, Konrad, & Test, 2006). In order to address this and move away from tokenism, the following suggestions have been made by Martin, VanDycke, Greene, et al (2006): Perhaps the most promising factor among these suggestions is that it can be fairly easy and affordable to incorporate IEP leadership instruction into a student's educational plan while working toward common annual goals! If schools are not providing this support and instruction, it may be appropriate for a parent to inquire about the school's plan to encourage (and expect) student participation at IEP meetings. Most often, students with disabilities require support in the areas of self-determination and self-advocacy, which are also correlated with positive post-school outcomes for students (Sebag, 2010; Test et al, 2004). These skills easily fit into the process of becoming a more active participant in IEP meetings. Students making decisions about goals being added toward a specific post-school outcome will foster self-determination. Being present and active at the meeting by speaking up about supports they feel they need, or are not working and need to be changed will certainly help a student practice self-advocacy skills that he or she will need in order to be successful at college or at a job. Other skills taught through IEP leadership include; understanding of disability, identifying strengths, rights, present level of performance, self-evaluation and self-monitoring, accepting responsibility for areas of improvement, presentation skills, paraphrasing, and goal setting (Test, et al, 2004; Hawbaker, 2007). In recent years, several published curriculums and packaged programs have been developed to assist educators in teaching students skills necessary for preparation for leading their IEP meetings (Self-Directed IEP, ChoiceMaker, Take Charge for the Future, [|Who's Future Is It Anyway?] ). Test, Mason, Hughes, Konrad, Neale & Wood (2004) compared the results of studies examining the effectiveness of such programs to results of studies examining the effectiveness of other self-determination interventions (such as Person Centered Planning activities) on the participation rates of students at their IEPs. The researchers found that both published interventions, and participation in less formal self-determination activities increased student participation rates. Although the critical components of such activities were unknown at the time the study was published, most of the effective interventions included; verbal rehearsal, role play, and verbal, visual or physical prompts at the meeting. Parents should be aware of these components and inquire if such activities can be incorporated into their child's educational program. In addition, Test and colleagues make the following recommendations to facilitators of IEP meetings:
 * 1) **Students should learn about the IEP process and their role prior to the meeting**
 * 2) **Members of the IEP team should be encouraged to to facilitate student participation (parents can suggest to administration that this be a professional development conversation)**
 * 3) **Establish the expectation that students be active participants**
 * 1) **Direct questions to students**
 * 2) **Avoid using jargon**
 * 3) **Use understandable language and terms throughout the meeting**

**Ways To Encourage Student Participation in IEP Meetings**
====We just reviewed why student involvement in IEPs is important and included some recommendations for facilitators and adults to foster participation. But what are some concrete, evidence-based methods for carrying out these recommendations?====

Commercial Curriculums...
 * Self-Directed IEP package ( Martin, Marshall, Maxson & Jerman, 1996)
 * Includes lesson plans (11 plans, approximately 45-minutes each), videos & assessments . Very comprehensive with a good evidence-base (Torgerson, Miner & Shen, 2004; Martin et al, 2006; Arndt, Konrad & Test, 2006), however may be time consuming.
 * 11 Steps for the self-directed IEP:
 * State the purpose of the meeting
 * Introduce everyone
 * Review past goals and performance
 * Ask for other's feedback
 * State school and transition goals
 * Deal with differences in opinion
 * State the support needed to reach goal
 * Summarize current goals
 * Thank everyone
 * Continue to work on goals throughout the year


 * Self-Advocacy Strategy (Van Reusen & Bos,1994)
 * Includes a CD-ROM for instruction, steps are simple, somewhat easy to remember.
 * Effective Communication Content:
 * **S**it up straight
 * **H**ave a pleasant tone of voice
 * **A**ctivate your thinking
 * **R**elax
 * **E**ngage in eye communication


 * Self-Advocacy Content:
 * **I**nventory strengths, areas to improve, goals, choices for learning
 * **P**rovide your inventory information
 * **L**isten and respond
 * **A**sk questions
 * **N**ame your goals

Other techniques/lesson plans...
 * Person-Centered Planning Techniques
 * Working with student to create an IEP Portfolio such as this one created by Hawbaker ->[[file:IEP.doc]] . This document can be developed throughout the year, shared with service providers, families and teachers, and can be used in the meeting to help the student organize his/her thoughts.


 * This Power Point template created by Union County Public Schools is a great way to help get students started preparing for presenting at IEP meetings.[[file:Student-LedIEPTemplate.ppt]]


 * Prepare for the IEP meeting by asking students to complete prompted vision statements such as, "After high school, I plan to live [___], learn [___], work [], and play [] (Konrad, 2008)


 * Ask students to write and deliver notes inviting team members to attend the meeting.


 * As a writing assignment, students can write paragraphs on their strengths and needs, and turn their needs statements into "I will" statements (e.g. "I need help using a measuring cup to add the correct amount of ingredients into a recipe." becomes, "I will complete a recipe using the correct measurements using a measuring cup all by myself"). These "I will" statements can then be turned into IEP annual goals and objectives (Konrad, 2008).


 * Share and review with your student, The National Information Center for Children and Youth with Disabilities' Student's Guide to the IEP and this article from LDonline.


 * A [|lesson plan] from the National Secondary Transition Technical Assistance Center


 * A series of lesson plans from the Virginia Department of Education's Self-Determination Project

Whichever method you choose to incorporate more student input into IEP meetings, allowing students to create a PowerPoint presentation can assist them in staying organized as they participate in the meeting. Click on the videos below to first, hear team members from one school discuss what they like about involving students in their IEP meetings (the state where these videos were made calls them CSE meetings), and second, to view one student's involvement in her IEP meeting.

media type="youtube" key="y769kLbPKYA" height="244" width="392" align="center"

Now, let's see how Morgan got involved during her meeting...

media type="youtube" key="91t9yw7NN9Q" height="244" width="392" align="center"

"That's not the way we conduct IEP meetings in our school..."
There is a chance that suggesting an adjustment to the way your child's school conducts IEP meetings may be met with uncertainty. To address concerns with increasing student involvement at IEP meetings, Hawbaker (2007) compiled a list of common concerns schools may have in implementing student-led IEP meetings.
 * 1) Lack of time
 * 2) Lack of student motivation
 * 3) Students with disabilities which impact their ability to communicate effectively
 * 4) Loss of control of meeting
 * 5) Lack of administrative support

While all of these obstacles are legitimate reasons for concern, they should not completely defer you away from advocating for student involvement in meetings. Lack of time due to curriculum constraints is a very real barrier to incorporating new material, however, as mentioned previously, the skills needed for IEP leadership are many of the same skills needed to be successful in life (self-determination, self-advocacy, presentation skills...) and can be embedded in many lessons that are already part of study skills, counseling, and academic curriculums. Some students may also lack the motivation to prepare for a meeting that they aren't getting graded on, however, starting small and building up so they help produce meaningful changes in their quality of education and life can be extremely rewarding for students. Helping students with low levels of communication skills may require more creativity by team members, however it is extremely important that these students' interests and preferences be heard. Spending more time preparing for the meeting or use of communicative devices such as picture boards may be necessary. A feeing of loss of control over the meeting and a lack of administrative support may be alleviated by sharing some of the research (on this page, perhaps!) that supports the approach (Konrad, 2008).

Back to main page References