Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.
ArndtS. A.KonradM.TestD. W. (2006). Effects of the self-directed IEP on student preparation in planning meetings. Remedial and Special Education, 27, 194–207. doi:10.1177/07419325060270040101
2.
BullisM.MoranT.TodisB.BenzM.JohnsonM. (2002). Description and evaluation of the ARIES project: Achieving rehabilitation, individualized education, and employment success for adolescents with emotional disturbance. Career Development for Exceptional Individuals, 25, 41–58. doi:10.1177/088572880202500104
3.
CarterE. (2010). Self-determination and transition-age youth with emotional or behavioral disorders: Promising practices. In CheneyD. (Eds.), Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes (pp. 51–78). Champaign, IL: Research Press.
4.
FlexerR. W.BaerR. M.LuftP.SimmonsT. J. (2008). Transition planning for secondary students with disabilities (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
5.
HawbakerB. W. (2007). Student-led IEP meetings: Planning and implementation strategies. Teaching Exceptional Children Plus, 3(5), 1–18.
6.
Individuals With Disabilities Education Improvement Act of 2004. P. L. No. 108-446, 20 U.S.C. (2004).
7.
KonradM. (2008). 20 ways to involve students in the IEP process. Intervention in School and Clinic, 43, 236–239. doi:10.2307/30035545
8.
KonradM.TestD. W. (2004). Teaching middle-school students with disabilities to use an IEP template. Career Development for Exceptional Individuals, 27, 101–124. doi:10.1177/088572880402700107
MartinJ. E.Van DyckeJ. L.ChristensenW. R.GreeneB. A.GardnerJ. E.LovettD. L. (2006). Increasing student participation in their transition IEP meetings: Establishing the self-directed IEP as an evidenced-based practice. Exceptional Children, 72, 299–316. doi:10.1177/001440290607200303
11.
MasonC. Y.McGahee-KovacM.JohnsonL. (2004). How to help students lead their IEP meetings. TEACHING Exceptional Children, 36(3), 18–24. doi:10.1177/004005990403600302
12.
MasonC. Y.McGahee-KovacM.JohnsonL.StillermanS. (2002). Implementing student-led IEPs: Student participation and student and teacher reactions. Career Development for Exceptional Individuals, 25, 171–191. doi:10.1177/088572880202500206
13.
MorningstarM. E.LissJ. M. (2008). A preliminary investigation of how states are responding to the transition assessment requirements under IDEIA 2004. Career Development and Transition for Exceptional Individuals, 31, 48–55. doi:10.1177/0885728807313776
14.
NewmanL.WagnerM.CametoR.KnokeyA.-M. (2009). The post-high school outcomes of adolescents with disabilities up to 4 years after high school. Retrieved from http://ies.ed.gov/ncser/pdf/20093017.pdf
15.
O’NeillJ.ConzemiusA.CommodoreC.PulsfusC. (2006). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree.
16.
RoweD.AlversonC.UnruhD.FowlerC.KellemsR.TestD. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38, 113–126. doi:10.1177/2165143414526429
17.
SnyderE. P. (2002). Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings. Behavioral Disorders, 27, 340–357.
18.
SnyderE. P.ShapiroE. S. (1997). Teaching students with emotional/behavioral disorders the skills to participate in the development of their own IEPs. Behavioral Disorders, 22, 246–259.
19.
SweeneyM. A. (1997). The effects of self-determination training on student involvement in the IEP process (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9725019)
20.
TestD. W.FowlerC. H.RichterS. M.WhiteJ.MazzottiV.WalkerA. R.. . . KorteringL. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115–128. doi:10.1177/0885728809336859
21.
TestD. W.MasonC.HughesC.KonradM.NealeM.WoodW. M. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391–412. doi:10.1177/001440290407000401
22.
TestD. W.MazzottiV. L.MustianA. L.FowlerC. H.KorteringL.KohlerP. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181. doi:10.1177/0885728809346960
23.
TrainorA. A.SmithS. A.KimS. (2012). Four supportive pillars in career exploration and development for adolescents with LD and EBD. Intervention in School and Clinic, 48, 15–21. doi:10.1177/1053451212443129
24.
Van DyckeJ. V.MartinJ. E.LovettD. L. (2006). Why is this cake on fire? Inviting students into the IEP process. Teaching for Exceptional Children, 38(3), 42–47. doi:10.1177/004005990603800306
25.
WagnerM. (2014). Longitudinal outcomes and post-high school status of students with emotional or behavioral disorders. In WalkerH. M.GreshamF. M. (Eds.), Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools (pp. 86–103). New York, NY: Guildford Press.
26.
WehmeyerM. L. (1998). Student involvement in education planning, decision making, and instruction: An idea whose time has come. In WehmeyerM. L.SandsD. L. (Eds.), Making it happen: Student involvement in education planning, decision making, and instruction (pp. 3–23). Baltimore, MD: Paul H. Brookes.
27.
WoodsL. L.SylvesterL.MartinJ. E. (2010). Student-directed transition planning: Increasing student knowledge and self-efficacy in the transition planning process. Career Development for Exceptional Individuals, 33, 106–114. doi:10.1177/0885728810368056
