Greater student involvement in the Individual Education Program (IEP) and transition process has been advocated by many; however, teachers are unaware of the materials that can assist them in preparing students for this involvement, and many students continue to be left out of their own planning meetings. In this study, researchers implemented student-led IEPs with 43 high school students in a culturally diverse high school in a mid-Atlantic state. Interviews held with 35 (81%) of these students confirmed that they were able to describe the purpose and benefits of an IEP, their disabilities, and their rights. Observation of student participation in IEP meetings for five (12%) students verified that all of them participated throughout their IEP meetings. Observations indicated that the five students participated for 49 (98%) of 50 opportunities for involvement. Interviews with 10 general and special education teachers at that school further documented the value of this student involvement, particularly in increasing student self-confidence and self-advocacy.
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