Student Led IEPs

1. A student led IEP is an Individual Education Program that is developed by the student with support and guidance from other members of the IEP team. The student is seen as an equal team member.

2. The student led IEP is important and valuable because unless the student is involved in deciding goals and objectives, settings, and paths of study, there will be little motivation within the student to be successful. The SLIEP will prepare students for future decision-making and guide them in self-determination. They also develop an understanding of their disability and strengths, and of themselves and others.

3. The procedure of SLIEPs is probably not as common as it should be throughout schools. The degree to which students participate in their own IEP probably varies with student’s age, disability, grade, developmental level, willingness, family preferences, and how well the staff is trained for preparing and including students.

4. I feel that student’s requests should be considered along with tests scores. The student should be educated as to why test scores should be considered. I don’t know if a split year would be appropriate, perhaps a split day. The student’s needs and course of study would help to decide the most appropriate plan.

5. There is no reason students should not be informed of their rights as early as possible, on their developmental level, and in their primary language. Students must be informed of their rights at least one year before they reach the age of majority.

6. At the IEP meeting the student should handle the role that they are most comfortable with taking. Hopefully, this would include, making the introductions, stating current level of performance, stating goals and benchmarks, completing and explaining the “dream sheet,” and conducting accommodation section. The student should facilitate the meeting.

7. I feel the best way to motivate the students to give input at the IEP meeting would be to prepare them for the process and educate them about the benefits of participation.

8-11. These questions relate to the development of an instructional unit that is implemented before the students actually participate in an IEP meeting. The time frame for such a unit would consider the students’ needs.

12. If the student is 18 years of age, they can have total control over the IEP meeting, unless there is some legal reason that the student cannot make their own decisions. Students should feel as if they have equal control in their meeting.

14. Small children can participate in the IEP meeting at their developmental level, and they should be prepared for the meeting. Parents can choose not to have their child present, but it would be better to educate them on the importance of including their child.

15. If parents were opposed to the SLIEP, a good strategy would be to work on educating them about the importance of having their child attend and participate in the IEP.

16. I feel students’ decisions can be monitored tactfully. The teacher must set the stage for cooperation and respect.

17. If the team members feel that a student chose a goal that would not be attainable within a reasonable time, I would break the goal down into attainable steps. Similarly, the team could help the student to modify the goal to fit his/her interests. These goals could reflect the wishes of the student and make room for success. I would be careful to say a student could not ever accomplish something.

18. Schools that do not support SLIEPs probably do not have administrators that support SLIEPs. They may not have trained personnel who understand the value of the SLIEP. Unwillingness to let go of control might also be an issue. People tend to fear change or fear trying something new.

19. You probably could find research that reflects the positive value of SLIEPs. Federal legislation requires that at 14 years of age, students should participate in their own transition plans. The importance placed on their involvement should make involvement at any age important. Problem-solving, choice making and self-determination skills should be taught throughout the child’s school years.

20. If SLIEP skills were taught through all grade levels, the time involved for review would be minimized. Teachers can address the state standards while teaching SLIEP skills, so a preparation unit can be incorporated into the curriculum.

________________________________________________________________________1. Whether or not the student needs a speech pathologist, the student must have a speech or language disorder that adversely affects their educational performance to qualify for services under IDEA.

2. All districts should adhere to the IDEA mandates. Acting within the law, districts may have additional policies.

3. If the student’s educational needs can only be served at the alternative school, the student can refuse services and not attend, but they cannot require that the district pay for the services. The family can challenge the placement through due process.