Benefits of a Self-Directed IEP
There are multiple benefits for students to be the driving force behind their IEP meetings. Many times it is assumed that the special education teacher or directors are the people who lead a child’s IEP meeting. This creates a barrier for students, and they then have minimal participation in their educational process. There has been finding that indicate that if students are taught skills to create opportunity to participate before their IEP meetings as well as person centered planning, they are more likely to be involved in their IEP meetings (Test et al., 2004). If we give our students and children the opportunity to have a VOICE in their education, there can only be positive outcomes. There may be assumptions and stigmas created to come to the conclusion that students with disabilities are incapable of leading their own meaning. As educators and parents, we have to encourage students to become independent and making important decisions related to their education and well-being.
Multiple findings state that as a result of the self directed IEP: Students talk more in the IEP meetings, they are engaged in more IEP leadership steps, they have positive perceptions of the meetings, and students show improvement in transition post high school (Martin, et al., 2006).
Most of all as a student with an IEP, children have the opportunity to support and model how to lead a meeting. This will continue to spread the word about special education students enhancing their education by understanding their disability and taking a stand for themselves and others with disabilities.