1. Supporting the growth of Self-Determination Skills through Student-led IEP Meetings
Jeanne E. Danneker, Ph.D.
Winona State University
UW-Oshkosh ~ March 6, 2010
Danneker, March 6, 2010 UW-Oshkosh

2. Danneker, March 6, 2010 UW-Oshkosh
Session Objectives
Define self-determination (SD)
Explain the developmental nature of SD
Describe lessons to prepare students to participate in their IEP meetings
Discuss the impact of student involvement
Danneker, March 6, 2010 UW-Oshkosh

3. Danneker, March 6, 2010 UW-Oshkosh
Self-Determination
“acting as the primary causal agent in one’s life free to make choices and decisions about one’s quality of life free from undue influence or interference” (Wehmeyer 1992, p.302)
Danneker, March 6, 2010 UW-Oshkosh

4. Component Skills Wehmeyer, 1994
Choice making
Goal setting & attainment
Positive attributions of efficacy and outcome expectancy
Decision making
Self-observation, evaluation & reinforcement
Self-awareness
Problem solving
Internal locus of control
Self-knowledge
Danneker, March 6, 2010 UW-Oshkosh

5. Growing Self-Determination
Allow students to make choices
Model problem solving ~ think aloud
Help students link choices and results
Help students evaluate their own work compared to a set standard
Help students set goals, record & evaluate their own progress
Encourage them to participate in their IEP meetings
Danneker, March 6, 2010 UW-Oshkosh

6. Growing Self-Determination
Why should students participate in their IEP meetings
Danneker, March 6, 2010 UW-Oshkosh

7. Danneker, March 6, 2010 UW-Oshkosh
Because. . .
It enhances students’ self-determination skills
It increases the likelihood that they will achieve their goals
It makes them more likely to request and use accommodations in general education
It can enhance communication at the IEP meeting
If they are over 16 it’s the law
Danneker, March 6, 2010 UW-Oshkosh

8. Does this represent your IEP meetings?
Student
Special Educator
Gen Ed
Teacher
Parent
Danneker, March 6, 2010 UW-Oshkosh

9. Danneker, March 6, 2010 UW-Oshkosh
Training
Standing Up for Me- Florida Dept of Ed
Student’s Guide to the IEP- NICHCY
Six 20-minute sessions
Explaining the IEP
Self-awareness (strengths, needs, interests)
Self-evaluation
Goal setting
Specifics of IEP meeting (script)
Rehearse
Danneker, March 6, 2010 UW-Oshkosh

10. Lesson One: What is an IEP?
Every student who receives special education services has an Individual Education Program.
It tells about the plan for your education for the present school year.
A new plan is developed every year at an IEP meeting by a team.
Your team is made up of people who are interested in your education.
Who is on your team?
Danneker, March 6, 2010 UW-Oshkosh

11. Create an invitation You’re Invited Please come to my IEP Meeting
Please come to my
IEP Meeting
Date: ___________________
Time: ___________________
Location: ________________
Thank You!
Danneker, March 6, 2010 UW-Oshkosh

12. Lesson Two: Present Levels of Performance (Who Am I?)
Self-awareness:
strengths, needs, interests
Everybody is good at some things and not so good at others.
List the things you are good at. . .
List the things you need help with. . .
Danneker, March 6, 2010 UW-Oshkosh

13. Danneker, March 6, 2010 UW-Oshkosh
Questionnaires
Having parents, general educators, and students fill out a questionnaire helps them feel prepared for the meeting and enhances their participation
Strengths
Concerns
Goals
Other issues
Provide a checklist of things the student might need help with
Danneker, March 6, 2010 UW-Oshkosh

14. Lesson Three: Review My IEP
Self-evaluation
Go through the current IEP with the student and have him/her self-evaluate progress
Ask the student to evaluate her/his PLEP and goals.
Danneker, March 6, 2010 UW-Oshkosh

15. Danneker, March 6, 2010 UW-Oshkosh
Lesson Four: Identify New Goals (Where am I going? How will I get there?)
Goal setting
Help the student determine appropriate goals for his/her next IEP
Accommodations
Discuss things that help the student be successful
Danneker, March 6, 2010 UW-Oshkosh

16. Prepare the student for the meeting
Lesson Five: Script
Lesson Six: Rehearse
Discuss each section of the IEP~ what will the student say?
Together predict what parents and general education teachers will say about the student’s performance and needs under each topic
Create a script using the student’s words
Have the student practice reading the script
Rehearse stopping points and asking team members for input
Talk about how to handle difficult topics
Danneker, March 6, 2010 UW-Oshkosh

17. Student-Led IEP Meetings
Student-centered
Foster self-determination
Collaborative
All sections of the IEP can be addressed
Meetings last under 1 hour (30-55 minutes)
IEP
student
Special
Educator
General
Educator
Parent
Danneker, March 6, 2010 UW-Oshkosh

18. Danneker, March 6, 2010 UW-Oshkosh
References
Fiedler, C. & Danneker, J.E. (2007) Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39, 8, 1-20.
Danneker, J.E., & Bottge, B.A. (2009). Benefits and barriers to elementary student-led individualized education programs. Remedial and Special Education, 30,
Wehmeyer, M.L. (1992). Self-Determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27,
Wehmeyer, M.L. (1994). Self-determination as an educational outcome: Why is it important to children, youth, and adults with disabilities? In D.J. Sands & M.L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp ). Baltimore: Brookes.
Danneker, March 6, 2010 UW-Oshkosh