Research from the Office of the State Superintendent of Education tells us that we see many benefits from increased student participation in the IEP.

Students develop stronger self-advocacy and self-determination skills, leads to increased self-confidence.
Students gain greater knowledge of disability and accommodations.
Allowing students to have a decision-making role leads to increased engagement and accountability.
Students are more likely to be employed and/or enrolled in higher education after graduation.
Increased family/caregiver and general education teacher participation.
Less tension—meeting environment becomes a forum for inclusive positive communication between all participants.
Reduced stigma associated with having a disability.
Schools with high levels of student participation in IEP meetings have higher Indicator B13 scores.

(Introduction to the Student-led IEP Initiative, OSSE)

Self-Determination

“Self-determination is now widely recognized in the literature as a best-practice procedure in the education of students with disabilities, particularly regarding facilitating students’ transition from high school to adult life.” (Thoma et al., 2002, p. 242)

Video: What Is Self-Determination and Why is it Important? (4:59)

Research tells us that self-determination is one of the most important aspects of a successful transition from high school to adult life. But what is it?

Take five minutes to watch this Video on Self-Determination and Why is it Important, from the National Gateway to Self-Determination (2012). In it, you'll hear several people with varying abilities describe their own definitions of self-determination.

Reframing our Thinking

Implementing student-led IEPs may require a change in how we approach our work. By examining the barriers that feel like they’re in the way, we can reframe our thinking to focus on opportunities.
Perceived Barriers	Moving away from	Moving towards
Knowledge	“Staff and families lack information and knowledge of the importance of self-determination.”	“We can share resources to increase content knowledge through webinars,” such as: CCTS Training Modules: Writing Effective Transition Plans OSSE’s Secondary Transition Webinar Series
Resources	“We don’t have resources or school-level support.”	“What if we reconfigure our classrooms and/or system designs to address time and opportunity?” (e.g. advisory period, embedding lessons into English classes)
Time	“We don’t have instructional time to implement.”	“Let’s evaluate what can be let go of to open up time.” (e.g. enrichment activities)

Rather than being discouraged by a lack of information among staff and families, we can think about the resources we have available and ways to share them. Rather than feeling defeated by a perceived lack of school-level support, we can think about what’s within our control to restructure or rearrange that would make this more doable, like adding an advisory period or embedding lessons into an English class. And rather than the perception that there isn’t enough time to implement student-led IEPs, think about what can be let go of to create space for this critical work. Where can you weave in lessons with your students about goal setting, assessing their skills, describing who they are, and what they want to do? Can this become an ELA assignment coordinated with the development of their High School and Beyond Plan and Transition Plan? Think about collaborating with others to achieve these changes. Finally, where can you give students the opportunities to lead?

Next: Steps to Prepare Students