Involving Students in IEP Meetings

Students at the secondary level need to be involved in their IEP meetings.  At this age, they know they have a disability, whether you’ve discussed it with them or not.  And, when they become adults, they will need to know their strengths, their limitations, and the supports that they need.

I like to start involving students in IEP meetings as soon as possible.  I have had an eighth grader lead the majority of her meeting, and I have had all students take an active role in the IEP process.

Here are some tips for increasing student involvement in IEP meetings:

–Begin by having the student list their top three accomplishments. 

–Discuss questions involving transition ahead of time.  Have the student prepare the answers that he/she will present at the meeting.

–Give the student a list of his/her accommodations.  Have them present these to their teachers, and ask for them when necessary.

–Have the student come up with goals and he/she would like to accomplish within a year.  Use these to write their goals and objectives.

–Have the student bring work samples, to illustrate their strengths and needs.

–Prepare in advance, and have the student lead as much of the IEP meeting as they are comfortable.

Becoming involved in the IEP meetings is a process.  Don’t expect the student to lead the meeting your first year working with him/her.  But as you involve your students in their meetings more, you will see increased self-awareness.  The students will begin to understand that they are capable people, who just happen to have disabilities.  Knowledge helps to demystify special education.  Your students will understand that they still are free to dream and able to make their dreams a reality.  And they will understand the help and supports that they will need to ask for, in that process.