Learn to Self-Advocate
Learning how to be part of, and eventually lead, their own IEP process is one of the best ways to help the student learn to self-advocate. “Self- advocate” means the student is able to share about their life, what they need, what they like or don’t like, and is able to work with others to get the supports they need to succeed. The student can practice using their advocacy skills in a safe and friendly environment. The student will join you, and the other members of their team, to plan special education services to help them learn and grow.
The Student-Led IEP process benefits you - the educator and school!
You are an important member on the IEP team
Listen to school staff and a student talk about his experience with his SLIEP, Check out the video to learn how you can play a role on the team. Your student, the student's family, school staff, and others may also be on the team. Click below to see a playlist of the many people who could be on a student's IEP team.
IEP Team Member Videos
Use the list below to decide where your child is now with their involvement in the IEP meeting.
The first step is to know what the student is doing at this time. Then, look at the next level up to see where they should be going for a future goal. Work with the IEP team to plan what steps and supports need to be put in place so that next year, the student has moved up a level in one or all of the IEP areas.
I’m Determined Tools
Participation in the IEP Meeting
Student Rubric for IEP Participation
|I don’t know what IEP stands for.
|I know what IEP stands for.
|I know what IEP stands for and the purpose of the IEP meeting.
|I know what IEP stands for, the purpose of an IEP meeting and I can tell others about these meetings.
|I don't participate or attend my IEP meeting.
|I attend a pre-conference IEP meeting and/or my IEP meeting, but I don't participate in the meeting.I know what IEP stands for.
|I attend and contribute information about myself for my IEP in a pre- conference or at the actual meeting.
|I lead parts or my entire IEP meeting.
|Knowledge of IEP Content
|I don't know what is in my IEP.
|I know that I have accommodations and goals but I don’t know what they are
|I can name the accommodations and goals in my IEP, But I have a voice in developing them.
|I can name the accommodations and goals in my IEP, and I have a voice in developing them.
An Assessment for you and your school to look at baseline data and create an Action Plan for future goals
This document is used to reflect upon SLIEP practices and determine an action plan to improve how SLIEPs are facilitated with your school and staff.
Word Document for Screen Readers