Self-Advocate For Yourself
This is one of the best ways to self-advocate for yourself. “Self-advocate” means you are able to share about yourself, what you need, what you like or don’t like; and, you are able to work with others to get the supports you need to succeed. You can practice using your advocacy skills with people you know.. You will join the other members of your team to plan special education services to help you learn and grow .
The Student-Led IEP process benefits you - the student!
Look at the ways the skills, information, and practice you gain from being part of a SLIEP help you for the rest of your life.
You are an important member of the IEP team
Listen to 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 child, teachers, school staff, and others may also be on the team. Click below to see a playlist of the many people who could be on your child'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 your child 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, your child 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.