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Effects of the Self-Directed IEP on Student Participation in Planning Meetings

Statesville High School

Moira Konrad

The Ohio State University

David W. Test

University of North Carolina at Charlotte, dwtest{at}email.uncc.edu

Although federal special education legislation and the self-determination movement have promoted and increased students' attendance at their Individualized Education Program (IEP) meetings, students' active involvement in the IEP process remains limited. This study used the Self-Directed IEP with five students identified with a variety of disabilities to increase participation in their IEP meetings. The results indicated a functional relationship between the implementation of the Self-Directed IEP and increased student participation in IEP meetings. Furthermore, students were able to generalize their newly acquired skills to their real IEP meetings.

Remedial and Special Education, Vol. 27, No. 4, 194-207 (2006)
DOI: 10.1177/07419325060270040101


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