Question:

I am interested in tips on how to help my students learn about their IEP/ITP process and how to be an active participant in their meeting. In other words, I need help with student-led IEP's! What is some curriculum that primarily focuses on the IEP meeting participation?

Answer:

This is a great question and you have come to the right place for an answer! Student-directed IEP meetings are a concept that is catching on. In fact, California's Core Messages for Transition (CA 2001 Transition to Adult Living: A Guide to Secondary Education) includes five important points of which student-focused planning is number one. This planning is based on the student's dreams, interests, and preferences. As teachers, we have the responsibility to teach and provide practice in developing self-determination and advocacy skills that ensure student-focused planning. When students are empowered with these skills, they are ready to actively participate in their IEP meetings.

The following curriculums offer suggestions to help students learn to increase their involvement in and/or lead their IEP meeting:

These materials were developed by the National Information Center for Children and Youth with Disabilities. The materials include guides and audiotapes for teachers, students, parents, and administrators. One audiotape features students talking about their experiences at their IEP meeting. Other activities and supports that teachers can use with students are available in the Technical Assistance Guide, e.g., preparing them for the IEP meeting, supporting their participation during the IEP meeting, and providing follow-up assistance after the meeting. The student's guide is divided into the following sections:

• What is an IEP?
• How do I develop my IEP?
• What to do before the IEP meeting
• Writing the IEP
• Getting ready for the IEP meeting
• Participating in the IEP meeting
• After the IEP meeting

  These materials are available from the National Information Center for Children and Youth with Disabilities (NICHCY), P.O. Box 1492, Washington, DC 20013-1492; (800) 695-0285, http://www.nichcy.org.

ChoiceMaker Self-Determination Curriculum: Self-Directed IEP

This program focuses on three phases of the IEP process: 1) choosing goals, 2) expressing goals, and 3) taking action. The materials include a video titled the "Self-Directed IEP in Action" that introduces students, parents, and school staff with the IEP process. The video models eleven steps taught in the self-directed IEP process:

• Begin meeting by stating purpose.
• Introduce everyone.
• Review past goals and performance.
• Ask for others' feedback.
• State school and transition goals.
• Ask questions if you don't understand.
• Deal with differences in opinion.
• State the support you will need.
• Summarize goals.
• Close meeting by thanking everyone.
• Work on IEP goals all year.

This program is available from Sopris West, 1140 Boston Avenue, Longmont, CO 80501, (800) 546-6747, http://www.sopriswest.com

Next S.T.E.P.

This Curriculum (Halpern, Herr, Wolf, Doren, Johnson, & Lawson, 1997) consists of a set of lessons developed to help students plan for the future. The curriculum focus is to help students develop a transition plan for leaving school and beginning life in the post-secondary community. Materials include a teacher's manual, student workbooks, and a video. Most of the nineteen lessons can be completed in a 50-minute class session. The Next S.T.E.P. curriculum includes the following:

• Areas of Transition Planning
• Transition in My Life
• Likes and Dislikes
• Hopes and Dreams
• Things I Do Well and Don't Do Well
• Student Transition Skills Inventory
• Student Plan Sheets
• Transition Planning Meeting Schedule
• Student Record of Milestone Events

  This program is available from PRO-ED, 8700 Shoal Creek Boulevard, Austin, TX 78757-6897, (800) 397-7633, http://www.proedinc.com

Middle and High School Transition Portfolio

I am proud to say that this curriculum was developed by the California Department of Education, Diagnostic Center North (Hatter, Harvell, Thoni, 1999). The primary purpose of the Transition Portfolios is to provide guidelines for special and general education teachers, and designated instructional staff in implementing activities that support student-focused planning. The benefits to students are twofold: 1) they are fun, and 2) students have a meaningful and tangible document that can be used during their IEP meeting and for post-secondary planning. The materials include a teachers' guide and a student portfolio that covers curriculum from grades six through twelve. The guides are divided into six sections:

• Grade level Transition expectations
• Instructional objectives
• Teacher preparation/activities
• Strategies
• Standards (grades six through twelve)
• Resources

You may contact me for further details on the effectiveness of the Transition Portfolios. This curriculum is available through the California Department of Education WorkAbility I Program in Sacramento, contact person Nellie Amaro (916) 323-3309, http://www.cde.ca.gov/spbranch/sed/worka_i/wkaindex.htm

These are only a few examples of curriculum that is available commercially. Please understand that the program suggestions described here will nee to be adapted to accommodate your students. The strategies should be implemented in various settings, e.g., home, school, and work. By doing so, you will help your students generalize their newly learned self-determination and advocacy skills.

Good luck and thank you for submitting your question. Do share this information with your colleagues and invite them to access our Ask a Specialist discussion website with their questions.