1 / 19

Increasing self-determination through involvement in the IEP process

Student-led IEPs. Increasing self-determination through involvement in the IEP process. Pre/Post Assessment. 1 . Which statement is true about student-led IEP? Student participates in some way during the IEP meeting Student has to run the entire meeting

giffordr
Download Presentation

Increasing self-determination through involvement in the IEP process

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student-led IEPs Increasing self-determination through involvement in the IEP process

  2. Pre/Post Assessment 1. Which statement is true about student-led IEP? • Student participates in some way during the IEP meeting • Student has to run the entire meeting • Student attends the meeting but does not participate 2. Students need to practice their participation before the actual meeting. True or False 3. What is one student benefit of a student-led IEP? • Student will get all A’s • Student will have an opportunity to practice self-determination skills • Student will never misbehave again 4. What is one teacher benefit of a student-led IEP? • Teacher no longer has to speak at the IEP meeting • Teacher no longer has to write IEPs • Positive relationships develop between teacher, parent, and student 5. What is one administrator benefit of a student-led IEP? • Administrator no longer attends IEP meetings • Students with self-determination skills tend to not drop out of school • Administrator does not speak at the IEP meeting

  3. Few things help an individual more than to place responsibility upon him, and to let him know that you trust him.~ Booker T. Washington The price of greatness is responsibility.~Winston Churchill

  4. What are Student-Led IEPs? • Introduce meeting participants • Present important information • Prepare/present select pieces • Lead entire meeting

  5. Who is a good candidate? • All Students • You can use a variety of communication styles to accommodate student needs • Level 1 • Introduce self or others • Level 2 • Building on Level 1 skills • Goal of leading own IEP meeting • Prepare visual aid (i.e. PowerPoint) • All About Me • Level 3 • Building on Level 2 skills • Cooperatively develop all aspects of the IEP • Chair the meeting

  6. Student-Led IEP meeting vs. Traditional IEP meeting Differences? • More focused on student • IEP more relevant to student needs • Meeting maintains positive focus and interactions

  7. Student Benefits Better understanding and awareness of: • Disability • IEP process and relevance • Self-determination skills

  8. Parent Benefits • Increased parent involvement and voice • Improved communication with teacher • More self-determined youth • Positive interaction with school personnel

  9. Teacher Benefits • Positive relationships with student/parent • IEP meeting centered on student needs • The IEP process makes sense to everybody involved . . . “It’s not just paperwork anymore”

  10. Administrator Benefits • Increase in graduation rates • SPP Indicator 1 • Decrease in drop out rates • SPP Indicator 2 • Decrease in inappropriate behavior • SPP Indicator 4

  11. Challenges • Preparation Time • Where to present lessons • Direct instruction • Disability Awareness • Self-determination • Legal jargon/information • Confidentiality Change is always a struggle!

  12. Choose students Explain process Preparation time Begin working Independent worksheets Interview format Involve Parents and IEP Team members Getting Started

  13. Working with the student ... • Review parts of IEP • Determine level of participation • Begin writing chosen pieces/create presentation • Student may type or dictate • Use actual document or • Break up into smaller assignments • Highlight areas student will present

  14. Working with the student… • Increase disAbility and Ability awareness • Impact on functioning • Discuss meeting structure • How long?, Who attends?... • Discuss laws • Pre-graduation (IDEA 04) • Post-graduation (ADA)

  15. Working with the student… • Discuss relaxation techniques • Hold mock meetings--Practice!

  16. Working with the student… • Determine seating • Create back-up plan • Establish prompts and encouragement

  17. Working with the student… • Provide PRAISE! • Encourage thank you notes • Debrief and request feedback

  18. What will I do next… • Pick 1 student • Determine level of involvement • Get Started!

  19. Sources • Council for Exceptional Children • www.cec.sped.org • National Information Center for Children and Youth with Disabilities • www.nichcy.org

More Related