Special educators at an inclusive career-technical high school created a model to support annually increasing expectations for self-determination and levels of student participation in Individualized Education Program (IEP) planning and implementation. The grade-specific components of the model and supporting context are described. Students were observed to gain confidence in IEP participation and extend their self-advocacy into the classroom, within a model that reinforced a schoolwide focus on successful school–to–adult life transitions. Elements of the model that can be applied in other school settings are discussed.
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