Jan 22 2025 12 mins
Welcome back to Special Education for Beginners! Over the last two episodes, we’ve been diving into the important topic of student-led Individualized Education Programs (IEPs). In the first episode, we explored what student-led IEPs are, who they’re for, and why they matter. Last week, I had the privilege of speaking with Dr. Daniel Biegun, who shared some incredible insights about the life skills students develop through this process—skills like communication, self-advocacy, and collaboration.
Today, I’m taking the conversation one step further. We’re going to look at the 4 steps teachers at any level can take to help students take an active role in their education. When students understand their goals, accommodations, and the purpose of the meeting, they are better equipped to advocate for themselves and build essential life skills.
- Input-Use tools like surveys, worksheets, or emoji cards to gather input. Build input into regular conversations throughout the year, not just before meetings.
- Attendance-Students can attend part or all of their IEP meeting to familiarize themselves with the process and feel connected to their education.
- Participation-Students actively engage in their IEP meetings by answering questions, giving input, or asking for clarification.
- Leading the Meeting-The ultimate goal is for students to lead their IEP meetings, but leadership can vary, from presenting a slide deck to guiding a specific agenda item.
Focus on growth over perfection!
Here are some tools to help you obtain input:
IEP Input Forms for Younger Students- Emoji Cards
If you’re looking for guidance on how to get started with student-led IEPs, my resource How to Implement Student-Led IEP Meetings for Any Grade Level provides detailed strategies to help students feel confident and capable in this role.
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