This study evaluated the effects of teaching a modified version of Self-Directed IEP to students with moderate mental retardation on participation in their Individual Educational Program (IEP) meetings. Results indicated a functional relationship between the information taught in the modified Self-Directed IEP lesson package and an increase in student participation in their annual IEP meeting. In addition, there were statistically significant increases from pre-training IEP meetings to post-training IEP meetings for all skills.
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