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LC Journal of Special Education

Abstract

Promoting self-determination has been linked to the IEP process, given the focus on decision making and goal setting within such meetings. A student with a disability can take an active role in his/her meeting by leading the meeting, describing his or her information to others, self- advocating about hopes and accommodation, making choices as it pertains to future goals and transition services, and solving possible problems. The IEP meeting can be a powerful place for students with disabilities to learn and practice decision-making and other skills leading to enhanced self-determination. The purpose of this literature review is to identify the data-based literature on current strategies/interventions focused on improving students’ self-determination through student involvement in IEP meetings. Findings indicated the positive relationship between active student participation in IEP meetings and skills promoting self-determination. We identify gaps in the literature and suggest areas where research and policy should focus.

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