Module 9 Blog 10/31/14
IDEA Public Law 105-17 states that students with disabilities who are age 14 and above should be invited to their IEP meetings. This article discussed the benefits of involving students with high incident disabilities in their IEP meeting. Most of the research included older students. There was a good sampling of students. One student had an IQ of 68 and classified as mildly mentally disabled, one learning disabled student, and one behavioral disordered student was included. I wished the study would have been expanded to include elementary students as well. Having students identify what skills they feel they would like to work on is an important process to helping them gain independence. This helps increase their self-advocacy skills. They have the chance to share their interests as well as their desires. A student that is involved in their IEP meeting is more likely to make improvements. They will be aware of what skills they are trying to achieve. They will take more ownership of their progress. It will give them the power to change their own future. The IEP meeting is not something done "to them", but "with them", and that changes the perception of everything. I have my students write out 3 goals each quarter and we revisit them at the end of the quarter to see how they did, what they could improve, etc. The students are more involved in their progress and take pride in participation of their own education.
Test D, Neale M. Using "The Self-Advocacy Strategy" to Increase Middle Graders' IEP Participation. Journal Of Behavioral Education [serial online]. June 1, 2004;13(2):135-145. Available from: ERIC, Ipswich, MA. Accessed October 31, 2014.
