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Student IEP Participation and Academic Achievement Across Time

¹ Baylor University
² Texas Tech University

^* To whom correspondence should be addressed. E-mail: lucy_barnard-brak{at}baylor.edu.

	Abstract

The Individuals with Disabilities Education Act mandates that students with disabilities be provided the necessary special education and related services that will allow them the benefit of a free and appropriate public education. Individualized Education Programs (IEPs) are the product of a team planning process that facilitates the coordination of such services for all students with disabilities in public schools who receive special education services. The purpose of the current study was to examine the association of student IEP participation with academic achievement across time. Although research has indicated the potential value of student participation in IEP meetings in developing self-determination skills, the relationship between student participation in IEP meetings and academic achievement has yet to be empirically examined. This article provides evidence that supports a positive association between student IEP participation and academic outcomes for students with disabilities at the elementary school level.

First published on July 1, 2009
Remedial and Special Education 2009, doi:10.1177/0741932509338382


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