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See discussions, stats, and author profiles for this publication at: Involve Students in the IEP Process Article in Intervention in School and Clinic · January 2008 DOI: 10.1177/1053451208314910 CITATIONS 12 READS 1,150 1 author: Some of the authors of this publication are also working on these related projects: Improving Employment Soft Skills of Secondary Students with Disabilities with UPGRADE Instruction View project The Effects of UPGRADE Your Performance instruction on employment soft skills of students with disabilities across school and community job sites View project Moira Konrad The Ohio State University 53 PUBLICATIONS 561 CITATIONS SEE PROFILE All content following this page was uploaded by Moira Konrad on 19 August 2015. The user has requested enhancement of the downloaded file.
236 I NTERVENTION IN S CHOOL AND C LINIC V OL . 43, N O . 4, M ARCH 2008 ( PP . 236–239) 2 0 W A Y S T O . . . Robin H. Lock, Dept. Editor Involve Students in the IEP Process M OIRA K ONRAD Keywords: self-determination; individualized education program; self-management; IEP meetings; transition When students become involved in the process of develop- ing their own Individualized Education Programs (IEPs), they have the opportunity to practice many of the essential self-determination skills they need in school and in life. Unfortunately, students are often excluded from this process, and their presence at an IEP meeting does not nec- essarily mean that they are actively participating (Grigal, Test, Beattie, & Wood, 1997). Students may be left out of the process because teachers are not familiar with the con- cept of self-determination or are unsure how to use the IEP process to support the development of selfdetermination skills. However, there are many simple strategies teachers can use to engage their students in this process. The IEP process typically has four stages: planning, drafting, meeting to revise and finalize the draft, and imple- menting the program (Konrad & Test, 2004). However, when involving students, an additional stage must be added at the beginning of the process to provide students with the necessary background knowledge and a rationale to facili- tate their active and meaningful participation. Therefore, the following 20 simple ways to involve students in the IEP process is divided into five stages (see Figure 1). Stage 1: Developing Background Knowledge Use your resources. Several books and online guides are available to help students learn about their disabilities, special education, and the IEP process. For example, Mason, McGahee-Kovac, Johnson, and Stillerman (2002) found that using Student-Led IEPs: A Guide for Student Involvement (McGahee, Mason, Wallace, & Jones, 2001) increased students’ knowledge about the IEP process. Become familiar with such resources and select appropri- ate ones for students. An added benefit is that reading these materials with students is one way to embed reading comprehension activities into a unit on IEP planning.

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