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Developing Student Competence in Self-Directed IEPs

California State University, Fresno, Dept. of Counseling, Special Education & Rehabilitation, 5005 N. Maple Ave. M/S Ed3, Fresno, CA 93740, colleent{at}csufresno.edu

Craig A. Miner

California State University, Fresno

Hong Shen

California State University, Fresno

Self-directed Individualized Education Programs (IEPs) allow students to assume leadership and become actively involved in the decisions made at their IEP meetings. This article describes how through direct instruction, social skills discussion, active practice, and role-playing students are prepared to facilitate their meeting. This active participation encourages empowerment and ownership by the student. Teacher attitude and support are critical to the success of the process. This training is an important tool in assisting teachers to promote their students to become self-advocates in their postsecondary decisions and responsibilities.

Intervention in School and Clinic, Vol. 39, No. 3, 162-167 (2004)
DOI: 10.1177/10534512040390030501


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