Why Should Students Be Involved in their IEPs?

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Why Should Students Be Involved in their IEPs?

• Wisconsin Statewide Transition Initiative
• Donna Hejtmanek CESA 9
• Dave Nass CESA 8

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Pre-Evaluation
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The Birthday Party
,
Taken from Jamie L van Dycke, James E. Martin,
David L. Lovett, Teaching Exceptional Children.
Reston Jan/Feb 2006 Vol. 38, Iss.3 Pg. 42, 6pgs
Self-Determination Constructs
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Questions We Should Ask

• Do we encourage students to become involved in
  their IEP meetings?
• At what age does this involvement begin?
• Do students contribute to the IEP?
• Do students contribute during the IEP meeting?
• Do students know the IEPs designed to improve
  results and outcomes for them?

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Attendance vs Participation

• IDEA 2004
• Students must be invited to their IEP
  meetings the year they turn 14 and for the
  remainder of their high school years (age 16
  Federal law)
• IEPs for transition aged students include
  measurable postsecondary goals based on the
  students strengths, preferences, and interests

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Research Design

• Research by Martin, Marshall, Sale (2004) 3
  year study of middle, junior, senior high school
  during 393 IEP IEP Meetings
• Year 1 Observe Meetings, use post meeting
  survey, collect qualitative data
• Year 2 Random Self-Directed IEP Intervention
• Year 3 Total Sample Self-Directed IEP
  Intervention and Team Training to facilitate
  student participation

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Before IEP Training

• Who talked during the IEP?
• 51 Special Ed Staff
• 15 Family
• 9 General Ed
• 9 Administrators
• 6 Support
• 5 Multiple Conversations
• 3 Student
• 2 No Conversation

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Example Self Directed IEP Steps

• 1. Begin meeting by stating the purpose
• 2. Introduce everyone
• 3. Review past IEP goals and performance
• 4. Ask for others feedback
• 5. State your education goals and transition
  goals
• 6. Ask questions if you dont understand
• 7. Deal with differences in opinion
• 8. State what support youll need
• 9. Summarize your goals
• 10. Close meeting by thanking everyone
• 11. Work on IEP goals all year

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Student Involvement Increases

• After the Self-Directed IEP training
• Students involvement increased across ALL 11
  areas
• Students participation increased to 12 from 3
  (Year 1)

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Research Shows

• Students learn skills to become active team
  members (Allen, Smith, Test, Flowers, Wood,
  2001 Snyder Shapiro, 1997)
• Students remember IEP Goals (Sweeney, M. (1996)
• More students and parents attend IEP meetings
• ( Sweeney,1996)
• Effective for students with learning
  disabilities, emotional problems and MR (Allen,
  Smith, Test, Flowers, Wood, 2001 Snyder
  Shapiro, 1997 Snyder, 2002)

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Self-Directed IEPs Lead to Self-Determination

• Students actively involved in decisions relating
  to their own education and transition goals
  achieve better outcomes than students who have
  little or no involvement. (Wehmeyer, Agran,
  Hughes, 1998)

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WSTIs Best Practice

• Was the student provided a written invitation to
  the annual IEP meeting at least 10 calendar
  days prior to the meeting?
• Does the IEP meeting notice indicate that the
  student has been invited?
•  
•   Did the student attend the IEP meeting?

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Websites for Transition and Related topics

• http//www.nichcy.org/ Information on Transition
  Services in the IEP, Options After High School
  for Youth with Disabilities, A Students Guide to
  the IEP, Transition Planning a Team Effort,
  Vocational Assessment A Guide for Parents and
  Professionals
• http//www.familyvillage.wisc.edu/ A website
  with over 100 links on transition, career
  interest inventories, independent living,
  employment, health, civil rights and legal
  information, postsecondary education,
  transportation, programs and benefits, and
  supports for youth and young adults

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Websites continued

• http//www.ncset.org/
• The National Center on Secondary Education and
  Transition (NCSET) coordinates national
  resources, offers technical assistance, and
  disseminates information related to secondary
  education and transition for youth with
  disabilities in order to create opportunities for
  youth to achieve successful futures. It is a
  great resource for teachers, parents, and
  students.

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Websites continued

• www.ncwd-youth.info
• National Collaborative on Workforce and
  Disability making the Connection between youth
  with disabilities and employment
• www.cec.sped.org Student Led IEPs Council for
  Exceptional Children

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Commercial Resources

• NEXT STEP Student Transition and Educational
  Planning www.proedinc.com
• Choicemaker www.sopriswest.com
• Curriculum focused on choosing goals and
  self-directed IEP
• Self-Directed IEP www.sopriswest.com
• Improving students attendance and
  involvement in their IEP by using 11 steps
• My Future, My Plan A Transition Planning
  Resource for Life After High School for students
  with disabilities and their families
  www.myfuturemyplan.com

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Commercial Resources

•  
• Full Life Ahead A Workbook and Guide to Adult
  Life for Students for Students and Families of
  Students with Disabilities www.fullLifeAhead.org 
  
• Transitions to Postsecondary Learning or High
  School- Self Advocacy Handbook and Video Series
  Eaton Coull Learning Group www.eclg.com 
• On Your Own as A Young Adult -Self Advocacy Case
  Studies. www.jist.com
• Building Your Future- A Transition Curriculum
  www.pcieducation.com
• My Life, My Dream A Guide to Person Centered
  Planning www.eedc.indiana.edu

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Post Evaluation
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For Additional Information

• Donna Hejtmanek at dhejtmanek_at_dce.k12.wi.us
• Dave Nass
• dnass_at_cesa7.k12.wi.us
• WSTI Wisconsin Statewide Transition Initiative
  www.wsti.org