Occurs within the context of the overall IEP process
Specific roles vary and are individualized based on age, needs, abilities
Approach can be utilized from K-21 years old
Requires investment in staff, student, and family/caregiver preparation
Meaningful student participation is critical in IEP development
Student takes a leadership and self-determination role

One way to assist students to become self-determined is building the skills and experiences for them to lead their own IEP. This does not preclude the teacher or case manager from putting everything in the right place on the IEP – that is still our jobs. What it does is encourage the student to take the lead in making choices and decisions about their high school experience and beyond.

Student-led IEPs reflect practices that support active student participation in IEP development and reflect processes in which students take a leadership role in making decisions about their future.

There is no one “right” way to hold a student-led IEP. The challenge is for students, teachers, and families/caregivers to find creative ways to involve students in the process. This includes supporting students in an exploration of their own wants and needs, and empowering students to have a voice in the creation of their goals and plans to achieve them.

(Peterson, Grime, & Friedman, "Creating Change: Student-Led IEPs as a Dispute Resolution Option”)

Individualized Student Participation

Student participation throughout the IEP process should be individualized and based on the age, needs, and abilities of the student. There isn’t going to be a one-size fits all.

The table below shows a student participation continuum for the IEP. There’s a list of characteristics, with the most participation at the top, and the least participation at the bottom. We want to move from the bottom, where the IEP takes place without the student present, to the top, where the student is present and taking responsibility for most of the process, when possible. There are steps in between those two extremes, where we see some participation that incrementally increases. At the very least, we want to see students present in their meetings and participating on some level.

Student Participation Continuum
Participation Level	Characteristics of Participation
Most participation	Student present and takes responsibility for most of the process Student present and takes responsibility for once piece of the process
Some participation	Student present and actively participates Student present with some participation (presents information, gives input into goals, answers questions)
Least Participation	Student present with minimal participation and/or preparation IEP takes place without student present

(Adapted from Thoma & Wehman, 2010)

Next – Benefits of Increased Student Participation