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See discussions, stats, and author profiles for this publication at:Involve Students in the IEP ProcessArticleinIntervention in School and Clinic · January 2008DOI: 10.1177/1053451208314910CITATIONS12READS1,1501 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 InstructionView projectThe Effects of UPGRADE Your Performance instruction on employment soft skills of students with disabilities across school and community job sitesView projectMoira KonradThe Ohio State University53PUBLICATIONS561CITATIONSSEE PROFILEAll content following this page was uploaded byMoira Konradon 19 August 2015.The user has requested enhancement of the downloaded file.
236INTERVENTION INSCHOOL ANDCLINICVOL. 43, NO. 4, MARCH2008(PP. 236–239)2 0WA Y STO. . .Robin H. Lock, Dept. EditorInvolve Studentsin the IEP ProcessMOIRAKONRADKeywords:self-determination; individualized education program;self-management; IEP meetings; transitionWhen students become involved in the process of develop-ing their own Individualized Education Programs (IEPs),they have the opportunity to practice many of the essentialself-determination skills they need in school and in life.Unfortunately, students are often excluded from thisprocess, 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 ofthe process because teachers are not familiar with the con-cept of self-determination or are unsure how to use the IEPprocess to support the development of selfdeterminationskills. However, there are many simple strategies teacherscan 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 addedat the beginning of the process to provide students with thenecessary background knowledge and a rationale to facili-tate their active and meaningful participation. Therefore,the following 20 simple ways to involve students in the IEPprocess is divided into five stages (see Figure 1).Stage 1: Developing BackgroundKnowledgeUse your resources.Several books andonline guides are available to help students learnabout their disabilities, special education, andthe IEP process. For example, Mason,McGahee-Kovac, Johnson, and Stillerman(2002) found that usingStudent-Led IEPs: AGuide for Student Involvement(McGahee, Mason,Wallace, & Jones, 2001) increased students’knowledge about the IEP process. Becomefamiliar with such resources and select appropri-ate ones for students. An added benefit is thatreading these materials with students is one wayto embed reading comprehension activitiesinto a unit on IEP planning.

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