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ABSTRACT

DOCUMENT RESUME

EC 304 584

Kupper, LisaHelping Students Develop Their IEPs. TechnicalAssistance Guide, Volume 2.Academy for Educational Development, Inc.,Washington, D.C.; National Information Center forChildron and Youth with Disabilities, Washington,DC.

Special Education Programs (ED/OSERS) , Washington,

DC.

Dec 95H030A3000325p.; For the student's guide, see EC 304 585.National Information Center for Children and Youthwith Disabilities, P.O. Box 1492, Washington, DC20013 (booklet and audiocassette).Collected Works Serials (022) Guides

Non-Classroom Use (055) Audiovisual/Non-PrintMaterials (100)

MF01/PC01 Plus Postage.*Disabilities; Educational Legislation; GoalOrientation; *Individualized Education Programs;*Lesson Plans; Personal Autonomy; SecondaryEducation; Student Educational Objectives; *StudentParticipation

This guide (with audiotape) offers information onhelping students with disabilities become involved in developingtheir own Individualized Education Programs (IEP). The guide isorganized into lesson plans which can be adapted to individualsituations. Individual lessons focus on the following topics: (1)

introductory work with students (such as talking about disabilities,relevant laws, and transition); (2) introducing the IEP (helpingstudents look at and understand their own IEPs); (3) writing the IEP(Locusing on students' present levels of functioning and goals); (4)

getting ready for the IEP meeting; (5) participating in the IEPmeeting; and (6) following up after the meeting. Appendices provideadditional information on relevant laws, answers to a disabilitypre-test, and an outline of a presentation on the laws. A glossaryand a list of 18 resources are also provided. The accompanyingaudiocassette presents teachers and parents discussing how they havehelped students become active participants in the IEP process.(DB)

************************************************************************

*Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

*

Volume 2 December 1995

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This guide is w ntten for parents andteachers who would like to help students

ith disabilities become in\ ol ed indeveloping their ow n Inch\ idualuedEducation Programs (1EPs). It is aaom-panled by an audiotape of teachers andparents discussing how they havehelped students become active partici-pants in the 1EP process. NIC1-1(:Yhopes that, together, the guide and thetape will answer many of your questionsabout involving students in planningtheir own education.

While the concept of involving stu-dents in developing their own lEPsma,' seem difficult at first, in fact,students have much to gain from beinginvolved. During the process, they can:

learn more about their strengths andskills and be able to tell others:

learn more about their disability,including how to talk about andexplain the nature of their disabilityto others;

learn what accommodations arc andwhat types of accommodations mighthelp them succeed in the classroom;

learn how to speak for themselves;

develop some of the skills necessaryfor self-determination and indepen-dent decision-making;

learn about the goals ancl objecm esthat form the basis for their educationand w Iv\ these goals and objecm es a reimportant for them, and, ultimatek,

become more involved in their owneducation.

Table of Contents

I ,aving the l'oundation 3

Introductor. Workwith Students

Introducing the 1E1'

Writing the IEP

Getting Ready for the

IEP Nlecting

During the 1E1) Meeting

After the Meeting

Appendix A

Appendix B

Appendix C

Glossary

Resources

4

11

14

15

15

16

17

18

19

22

2BEST COPY AVAILABIE

This guide is organized into lesson plans to helpteachers use the studcnt materials in their class-rooms. However, parents can easily adapt thelesson plans to use at home with their child with adisability. "lhese lesson plans are based upon theexperiences of Nlarcy N1Wahee. a special educa-tion resource teacher who has worked with herstudents with disabilities for many years to involvethem in the I EP process.

'Hie plans are written in general terms, to facilitatetheir adaptation to other classrooms and otherinstructors, including parents. No indication is<riven as to hcm. much time to devote to any onepart of the lessons each reader must adaptthe lessons to suit his or her own needs,schedule, and students. The lessons plans arewritcen with the assumption that readers have acopy of the Student's Guide audiotape and bookletto use with their students.

Some tips from the "experience files- of MarcyNIcGahee:

Start working with students in the beginning ofthe Year. when everyone wants to do their best.

Thilor working with the IEP to the needs andabilities of each student. Not everV student willbe able to write his or her own entire IEP, butall shouldand canparticipate in some fash-ion. With some students, Votl mav want to

"Phis guide and its tape arcdesigned to be used inconjunction withNICIICY's A Student'sGuide to the /EP, a packagethat also zonsists of astudent booklet and anaudiotapc. The Student's

Guide package is designed expressly toinform students about the I EP process andmotivate them to become involved. TheStudent's Guide is available from NICI ICY.

When to Involve Students

According to the law, the Individuals withDisabilities Education Act. students /mist be

invited to participate in their own I EP meet-ing beginning no later than age 16, andyounger, w hen appropriate. Parents andteachers can in\ olve students at younger ages,of course, and it makes good sense to do so.

Students have a lot to say about themselves,their strengths, their needs, their interestsand preferences. and what they would liketo do in the future. just ask them!

"l'his booklet is about giving students the toolsto answer effectively.-

concentrate on only some of the IEP sections oron inviting and facilitating their participation inthe process (e.g.. describing strengths andinterests, describing the disability, listing theaccommodations that are needed, talking aboutfuture plans).

Realize that this undertaking requires a commit-ment of time. Your students will certainly ben-efit, and they are sure to surprise their teachers,parents, and even themselves. However, beawaretalking to students about IEPs anddevoting time to preparing for the IEP meetingwill take time.

Start slowly, devoting time each week to talkingwith students about themselves and their IEPs.Talk weekly with students about their strengths,needs, learning differences, academic goals,

3

and plans for the future. Work with them viaworksheets, class discussion, individualizedwork, and role-playing. By slowly building afoundation and progressively building upon it,this work will not seem too overwhelming orindepth for students.

Always tailor discussions and work to t:te needsand capabilities of your students. Rut don'tunderestimate them! As you well know, theycan surprise you with their ideas, their under-standing, and their desire and ibi hit to partici-pate and speak up for themselves.

Celebrate each student's strengths and growth!

lillNlake sure that you have a copy of theSmdenis Guide audiotape for your students

to listen to (for your convenience, the Student'sGuide tape is on the reverse side of the tape forteachers and parents), as well as a copy of theStudent's Guide booklet for each student. (Feelfree to copy the booklet and tape; they both arecopyright free.)

EPhotocopy eachstudent's

current I EP.

IIRead through each I EP and identify sensi-tive issues or areas where student questions

are likely to arise. Par special attention to"present levels of functioning," diagnosis, medi-cations taken, accommodations required, or anyinformation that students may not be aware of orthat may be sensitive. Many students are notaware of the goals that have been established forthem. Be prepared to address these and anysensitive issue in a positive, discreet manner.

43

Inform parents that students will be involvedin the IEP process. You can convey this

information by listing it on the syllabus you handout on back-to-school night, by sending a letterhome, or by phone. I nvite parents to ask anyquestions they have about their child's involve-ment in the I EP process. Suggest to your studentsthat they also discuss the IEP process at home.Nlany parents may already have a copy of theirchild's current IEP. It' not, sending a copy hometo the student's parents mar be useful.

inPrepare any worksheets, handouts, or othermaterials you intend to use during Your

presentations about the IEP. Inform yourself (andthe student's family) about the laws supportingthe rights of individuals with disabilities. (SeeAppendix A for information about several impor-tant federal laws. Also see the Resources sectionot' this guide.)

The lessons below carry with them no indicationof ho\v much time they will take, individually orcollectively. Each numbered item tends to he aseparate activity, to allow teachers and parents tobreak up the discussions acrOSS days and weeks.

It's important to be consistentand persistent.Begin the lessons early in the year. Once Youbegin, try to devote some time every day, everyfew days, or every week to these types of discus-sions and actix ities. Overall, the process will taketimebutit is tremendously worthwhile to takethat time, moving slowly, taking one piece of thepuzzle at a time, giving students plenty of oppor-tunities to discuss, reflect, practice, review, andpractice some more.

All items should be considered as suggestions.Eaeh reader must adapt the lessons to suit hisor her own needs and schedule and the capa-bilities and needs of students in the class.

IllOpen the discussion.

Introduce the topic of learning to students. Spendsome time talking with students about learninghow they learn, what's easy for them to learn, whathelps them learn, what's hard for them to learn,what they (or others) can do to help them learnwhat's difficult. Write their comments and obser-vations down (without identifying specific stu-dents learning techniques or difficulties) on aposter, overhead, or chalkboard. Look for similari-ties in learning approaches. Point out differences.

rIFind out what your studentsalready know.

Administer a questionnaire similar to the one onpage 5, which is designed to (a) give you an idea ofwhat students already know; and (b) lay the foun-dation for a discussion about disability and havestudents focus for a moment upon their disability.(Possible answers to this questionnaire are pre-sented in Appendix B.)

.11ake sun' students realize this isn't a /iv, just a wayof gathering information and starting a discussion.

Possible adaptations:

Some students may be able to work on thequestions independently. Others may need togo over the questions as an individualizedactivity or merely listen to the class discussionthat follows.

4 -

6 If Your students have serious difficulties withreading or writing, you may wish to simply askstudents these questions and write their answersand comments down on the board or an over-head. Be prepared, however, for some silenceand blank looks. CnIess students'have previ-ously been involved in developing their I EPs,in all likelihood they will have difficulty answer-ing these questions or not be able to answerthem at all. If this happens, reiterate that this isnot a test hut a way of letting You know that Youand the class will bc starting Your discussionswith the -basics- about the IEP.

INGive students a positive lookat what's ahead.

After the questionnaire, it mar bc a good idea totell students why the class has been talking aboutlearning and why You asked them questions aboutsomething called an I EP. Some suggestions:

Be brief and positive. The idea is to give stu-dents an overall context and unifying thread forthe discussions and work you'll be doing in themonths ahead.

Tell studenis that, throughout the year, the classwill be working on special lessons that will helpthem take part in planning their education.

Name: Date:

Directions: Answer the following questions to the best of your knowledge.

I. 1 low do you learn best? What type of lesson really helps you learn? (For example,voulike to read new information or hear it first, or vou prefer to work in small groups or alone...)

What is a disability?

3. Do you have a disability?

4. 'Ishere is a law that allows you to receive special services from the school.What's the name of the law?

5. What is accommodation?

6. Do vou have any accommodations in your classes?

7. What's an I HP?

8. Do you have an I EP?

56

'la students they have the right to be involvedin planning that education, and that you (theirteacher), their parents, and other school person-nel want to know what dro, thinkwhat theywant to learn, what they feel they need to learn,what type of help really helps, what they wantto do in the future.

Tell them \ ou're looking forward to hearingtheir ideas, because it's their education and theirinput is \ al uable and zwIried.

Talk about disabilities.

Refer the class back to the item about disabilityon the questionnaire. Discuss, as a class, whatdisabilities are, the range of disabilities in the classand in the world in general, and some of thedifferences between disabilities. Ask studentswhat's hard for them because of their disability,and what types of special help they find useful.Re sure to contrast this with references to theirstrengths and what they find easy. For example."So you have uouble writing, which makes takingnotes hard, but you Mire listen well and you re-member what You hear."

Show a film or video aboutdisabilities.

Consider showing a film/video about disabilitiesto 'VOW students. Preview the film/video first andmake sure that the content is appropriate for andwon't be insulting to your students. For example,don't select a film/video about young childrenwith disabilities; identify one that is age-appropri-ate. (The ERIC Clearinghouse on Disabilities andGifted Education has a database on availablevideos. You can contact the ERIC Clearinghouseat 1-800-328-0272.)

6

Tell students bricttlyabout the laws.

Present information to stu-dents about the "Laws" -A(see Appendix A for asummary of the laws %on may wishto mention) and their rights underthese laws.

If you require students to makepresentations in your class, thispcesentation on the laws is agood opportunity to model for them what youwant in a presentation. For example, \Is.\IcGahee requires that student presentations havefour components, and so her presentation on thelaws incorporates the four components, which are:

(a) a Anwold pos/er. where the student who ispresenting writes down the keywords (notsentences) associated with the presentation;this helps students remember the informa-tion they are presenting and helps theirlisteners to take notes;

(b) a them/ to support the presentation:(c) note-iakhig listeners must take notes on the

presentation, usually tied to the keywordposter; and

(d) a review after the presentation is finished.

(An example of these components, used in Nis.N1cGahee's presentation on the laws, is presentedin Appendix C.)

Discuss accommodations.

Specifically discuss the concept of "accommoda-tions" with the class. Refer students to the list ofaccommodations on page 10 in their booklets. Askthem what types of accommodations or specialhelp are useful to them. You may be amazed athow simpleand astutetheir answers are!

Discuss transition.

If You are working with students who are 16 yearsoldor, in many cases, youngeryou will want tointroduce the importance of transition planning.Within a few years students will be leaving sec-ondary school, and it will he highly useful for themto consider What lies ahead t'or them.

'Fransition planning includes discussing and plan-ning for such areas as the student's: employment.postsecondary education (including vocationaltraining or adult education), independent living,eligibility for various adult services (such as voca-tional rehabilitation), and community participation.

Your initial discussion with students about transi-tion can bc brief, just an introduction to the con-cept, with more indepth discussion taking placelater, or it can extend across weeks.

'1'his is a ripe area for class discussion and studentactivity, as well as being vitally important tohelping students make the transition from schoolto postschool settings, so be sure that the class(and each individual student of transition age)eventually looks at transition in some (lepth. (SeeResources section of this guide for materialsdesigned to help educators and parents helpstudents with transition planning.)

Some questions you might consider to get thediscussion rolling:

What types of things can we do after we getout of school? (study more, get some kind oftraining, work, participate in the community)

What would You like to do after you leavehigh school?

Do you know how to do that?What do you need to learn to get ready for

doing that?What arc your hobbies?Do you want to study more after high school?What types of jobs interest you?And so on...

Assign each stwlent a "disability-related" question to be answered.

For review purposes, or for more indepth explora-tion of the ideas presented to date, give eachstudent a question about a particular disability or aword to be defined and explained. Examples:

7

Words to be Defined

learning disabilityauditory memory

1E1)

disabilityaccommodationemotional disorder

visual menmrytraumatic brain injurymental retardationhearing impairment

Questi(;ns to be Answered

What is an I El'?

How often does an 1E1' needto be done?

What is (name of disability)?What is 94-142?

What is the 11)EA?What is reasonable

accommodation?What is an amendment?What is educational testing?What is evaluation?What is due process?

Ilave each student look up the word assigned or findout the answer to the question assigned, then reportthe information to the class. Provide books to assiststudents in their research, such as books from aprofessional teacher's library or school library, theirown books, or your own. Have students put theinformation they have discovered on posterboards,and display these boards around the classroom.

Possible adaptations: Of course, some studentsmay not be able to do this activity without modifi-cation. If need be, adapt the basic idea of the lessonto the strengths and needs of your students. Forexample:

If your students are not able to understand thewords suggested above, change the words tobe more appropriate for your students. For ex-ample, some of the words on the cover sheet ofyour county's 1E1 may be excellent words foryour students to investigate: "participants","disability", "evaluation."

Students who do not read can gather informa-tion in other ways, such as conducting inter-views, watching videos about disabilities, orcollecting pictures about disabilities from news-papers and magazines.

I 'se some commercially available disabilityawareness packages. These often explain thevarious types of disabilities in simple, clear ways.

We've provided a "glossary of terms" at the end ofthis document. Nlany short factsheets on disabili-ties are available from NICI ICY as well.

Again, the lessons and activities described beloware merely suggestions. They will be time-con-suming but will form the basis for student under-standing of the IEP process and involvement indesigning their own IEPs. Adapt the lessons asnecessary for the needs and capabilities of yourstudents.

Get yourself and your students readyto look at an IER

iiiPrepare an overhead transparency or handoutshowing the type of IEP form your school or

district uses. The IEP should be blank, waiting tobe filled in. Also prepare an overhead or handoutof a sample letter that the school might send hometo parents to inform them (a) of the school's inten-tion to evaluate the student, and/or (b) of anupcoming IEP meeting that has been scheduled.You will use these two items later on in this section.

isRemind students that one of the class' long-term goals is to have them become more

involved in their educationnamely, helping todevelop their own IEPs. liand out the Student'sGuide booklets.

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111Talk briefly with the class about the IEPprocess, from the letter sent home to parents

to the IEP meeting. Indicate the seriousness ofthe process, that it is required by law. You can usepages 4-5 in the Student's Guide to organize thisdiscussion or assign them as reading homework orseatwork.

Play the Student's Guide tape for the class anddiscuss the information presented there. To

prompt students, you might ask them questionssuch as:

What's an I EP?What are some benefits of students getting

involved in their IEPs?Do you want to get involved in saying what's

in your IEP?I low do you think this would help you?What would you want to say, if you were involved

in your own IEP meeting?What do you want your teachers to know about

You? Your friends?Are there parts of your education or school work

you'd change? Why?Do you think you'd need to talk about this more,

to be able to pariicipate?

9

Show an IEP.

Ilet 'sing your overhead or handout of a blankIEP, go over what an 1EP is, what it looks

like, what the various sections are. This actiz.iiy ran/Ie./air/v brief; and should be Ar the pu/poses of-givingstudents a brief introduaion to an 113) form. Referstudents to page 6 in their Strahwt's Guide booklet,or write this information on a poster to supportyour discussion.

(h) over the IEP sections One by one, talkinggenerally about what type of information is to

be included in that section. "l'he most importantsections to concentrate on, particularly in thebeginning, are the parts of the I EP that describethe nature of the student's disability. "presentlevels of functioning," and "goals and objectives."

Suggestions:

As you talk, give students concrete examplesof the type of information that might go in eachsection. You may also consider showing an IEPthat is filled out for a particular student, althoughbe careful that the IEP doesn't belong to anystudent in the class and that all identifyinginformation, such as the student's name andaddress, are thoroughly blacked out.

Similarly, any examples you use should notcorrespond to any studen: in your class. Ifstudents volunteer personal information orexamples, that's great, but sensitivity to stu-dents' feelings and their right to privacy is ofparamount importance.

Have students look at their own IEPs.

mGive each student a copy of his or herown 1EP.

Put your copy of the blank I EP from theprevious lesson up on the overhead. Using

the blank copy as a guide, go over the varioussections briefly.

The hnportance of Privacy

When it comes time for students to look attheir own IEPs, you have to consider carefullythe privacy issue and the contents of eachstudent's IEP. There may be information inthe !El that may embarrass or surprise thestudent, and certainly it is his or her right tohave all information in the IEP remain private.

"l'he experience of several teachers who haveinvolved their students in the IEP processsuggests that. the first time you have studentslook at their I EPs, students do not tend toshare the information with others, and otherstt.dents do not tend to "nose into" theirclassmates' IEPs. Each student tends to beabsorbed in looking at his or her own docu-ment. As the class discusses the IEPingeneral, not in regard to any specific studentin the classpersonal information may begradually shared. Trust builds as all studentsbecome involved in the process. Yet, thisactivity must be handled in such a way thatno student's privacy is invaded by others.

Suggestions for maintaining privacy andrespecting each other's feelings:

Many teachers begin this lesson with asimple statement regarding privacy and theimportance of "minding your own busi-ness," or they wait until someone violatesanother's privacy and quietly suggest that"we all look at our own papers."

When you first hand your students copiesof their own IEPs, keep the lesson shortand general. The purpose of the lesson is

.to give students an opportunity ....;ee thatthey do, indeed, have an IEP, and to look atwhat it says generally.'ney'll have moreopportunities in the future to delve into itsspecific contents.

Important! The most crucial aspect of this initialintroduction to the IEP is not to have studentsunderstand all of the details of their own IEP;rather, the purpose of this introduction is to havestudents understand the overali: to see what thevarious sections of the 1E1 are; to understand thatthey have an I EP; to realize that, up to this point,they have not been involved in developing thatIEP, but that they can be involved; and to realizehow important their help is in developing their1ER Don't get bogged down in the details at thkpoint. All students will eventually sit with you,one-on-One. and go through their 1EP in detail.This level of effort is not necessary in this initialintroduction.

I lave students find their name, their grade, andother identifying information. Is it really theirOwn I EP?

}lave students identify the date of the last IEPand project the date by which the next onemust be developed. They can write this date onpage 6 of their student booklet. Even if the nextmeeting is a Year away, students can still workon the IEP and, if necessary, call for anotherI EP meeting to discuss changes.

Point out the disability section of the blank I EP(if there is one). Have students individually findthis section in their IEP. Have them silentlyread what it says, or you might move around theclassroom and point this out to them. Do notdwell on this section; just have them identifythat it exists and contains specific informationabout them and their disability.

t'se the same brief process to have students locateother sections of their IER such as "present levelsof functioning," "accommodations," and "goalsand objectives." Keep the discussion with theclass brief, focused on the information generally,not its specifics. Hr example. are their goals andobjectives divided into subject areas, such asreading, writing, mobility, and so on: Are anyaccommodations listed:

I lave students find(or you might movearound the classroomand point out) the placewhere people havesigned the IEP. was

signed the IEPtheirparents, an administra-tor, their teacher: Istheir own signaturethere? Why or why not:Would they like to have their signature on theirown IEP? If so, then they need to participatein the process.

Note: If any of Your students cannot read orhave difficulty reading. there are a number ofways you can accommodate their needs. Theycan tape record your explanation and listen to itlater, as many times as they like, or you mightprepare a tape in advance and make it availableto them. You can also go over the I EP withthem, one-on-one, at a later time.

- 10 -

ii

Let students ask questions about the content oftheir I EP. Some suggestions and observations:

For particularly sensitive questions, you maywish to answer generally, saving, -If you want toknow more, we can talk later." BC aware that, inthe beginning, students may wish to keeppersonal information private.

Students may have a lot of questions about thegoals and objectives listed in their I EPs such as"Where do these come from:" and "Why wasn'tI asked:" As appropriate, and respecting stu-dent privacy, some discussion of student goalsand objectives may arise. For example, You canhave students cross out goals they feel theyhave achieved or reflect generally upon the goalsand objectives that have been established forthem. Do they recognize that the work they'vebeen doing in school is tied directly to the goalsand objectives listed in their I EP?

Always encourage students to discuss their I EPwith their family.

10After you have examined the I EP form andprocess with students, and they have had the

opportunity to reflect generally upon the goals,objectives, and other information listed in the I EP,put the IEPs aside, eitner collecting them or send-ing them home for students to discuss with theirparents. Debrief, briefly discussing how studentsfeel about their I EP, the process by which it isdeveloped, and the prospect of their being involvedin saying what goes into the document.

laYou may wish to play the Student Tape forthem again, for its motivational impact.

Review the experiences of the students on the tapeand solicit Your students' impressions and ideas.

Generalk speaking, having a student work onwriting his or her IEP for the coming year requiresa combination of:

class discussionsseatworkone-on-one meetings with you and perhapsother teachers, andhomework done either individually or involvingparents (given parental willingness and time tobe involved).

Work throughout the year on the various sectionsot' the I EP, taking each one individually andslowly, following a process such as:

Re-introduce the IEP section to the class (e.g.,"'Way we're going to take a look at that scarysounding part of' the IEP called p.1:cellIkvels

I`A

fun(iioning") and review as a class what has beensaid previously about the section.

I lave students discuss as a class w hat generallymight go in that section. Write their ideas on theboard or overhead. Add your own ideas andexamples, as appropriate.

I lave students read individually what thissection of their own I EP says. This activity, verypersonal to students, may take place asseatwork, homework, and one-on-one meetingswith you and/or the parents. Allow or encouragesharing only to the extent of student comfort. Asstudents build trust and a sense of' communityabout being involved in developing their I EPs,more sharing is likely to take place spontane-ously and can be very beneficial and motivating.

Always offset discussions about what studentsain't do with discussion of what they ran do.1::)r example, when discussing the disabilityand present levels of functioning sections, also,discuss student strengths and abilities. Whendiscussing goals and objectives, identify whatgoals and objectives students have alreadyachieved, as well as the Ones that still need tobe addressed.

As time for a student's IEP meeting draws near.you may need to intensify individual efforts withthat student, meeting one-on-one with him or herto work through the various sections and prepare adraft IEP to discuss at the meeting. These indi-vidual deetings, and the work the student pro-duces as a result, will be significantly enhanced ifthey have been preceded by class review anddiscussion of the IEP throughout the year. In fact,some of the work may already have been done!You may find that these individual meetings are aterrific way of reviewing and re-emphasizing theIEP contents, student strengths and needs, andhis or her preferences.

Here are some suggestions for organizing thisindividual work.

1111Make an appointment with the studentwhose IEP is in need of review. You can

arrange to meet with the student during class,during lunch, or after school.

ElIf the student can work independently, havehim or her complete activities 1-4 under

"Writing Your Own IEP" in the Student's Guidebooklet. If the student needs support in thesesteps, then sit with him or her and go over the IEP.

illHave the student work on a "strength" and"weakness" (need) sheet for each class

(Activity 5 in the Student's Guide section "Writingthe IEP"). Encourage the student to cover thi!.area as completely as possible, so that the other1EP participants do not catch them offguardduring the 1EP meeting. When students are thefirst to mention an area of weaknessfor example,a student might say that he or she is disruptive in aparticular classtheir credibility in the I EP meet-ing is increased. Also help the suider- to producea balanced list of strengths and weaknesses: don'tjust have an enormous list of weaknesses, withonly a few strengths or abilities to offset it!

Focus next on helping the student to de-scribe his or her disability. Is there a term for

the disability (i.e., learning disability, mentalretardation, visual impairment)? In piactiail terms,what does this disability mean? (For example, thedisability means it's hard for the student to learnnew material, or see very well, or get from place toplace, or participate in certain kinds of activities...)Be sure to incorporate mention of the student'sstrengths into this discussion o. f I

111Move on to goals and objecticec..1)id thestudent achieve the goals that are listed?

I lave the student list those goals that wereachieved and those that were not. What changesneed to be made in the I EP, to account for stu-dent growth and continuing or new need? To helpthe student avoid listing too many goals andobjectives, ask which five (or ten) goals and objec-tives he or she feels are most important to work on?Are these realistic? Achievable?

- 12 -

13

The student may find it extremely helpfuland productive to make an appointment with

each of his or her teachers, in order to identify anddiscuss goals and objectives appropriate for eachclass, as well as student strengths, needs, andreasonable accommodations in each class (Activi-ties ( and 7). Talking with therapists or otherschool personnel may also be helpful.

11Nlany students will be able to contributeinformation regarding their "present le\ els of

functioning.- \ lost should be able to describetheir disability and What accommodations areneeded in school. I help each student to put thesedescriptions into acceptable language, but beaware that, in the I F.1) meeting, the student willoften use his or her own words.

As appropriate, address accommodations withthe student (see Activity 9 in the Student's

Guide) and transition planning (see Activity 10)."Iransition planning is an area that is ripe for bothclass discussion and individual reflection. Whatplans does the student have for the future: Whatwould he or she like to do or be? What types oftraining or experience does he or she need in orderto prepare? I low can the school help?

Work with the student to prepare a draft ofthe new IEP, incorporating the changes, the

areas of need, and the accommodations suggested.Re sure to pay attention to the "evaluation- sectionof the I IT, too. This section is where the IEP teamidentifies how they will determine if the studenthas reached a goal or objective. Officially, this iscalled "evaluation criteria- and should include:

precisely what the student has to be able to do(e.g., identify 10 out of 12 words correctly; makethe correct change 9 out of 10 times; completeall homework assignments);

how this information will be gathered (e.g., telcher-made tests, observations, student portfolio).

10I lave the student take the draft IEP hometo share with his or her parents and to gather

their input. Parents may have prepared their owndraft, so that the family, together, discusses anddevelops a draft I EP that reflects both parentaland student dlinking. In any event, a final draftI EP needs to be prepared to take to the IEPmeeting (Activity 11).

laI la\ e the student send in\ itations to allthe individuals \\ ho will be in\ olved in the

IEP meeting. An invitation might look somethinglike this:

14- 13 -

An invitation

I)!ease come to my 11...P meeting and shareyour ideas.

);ite: Wednesday. October 23rd'Hine: 2:30 p.m.

Nlecting Room 4

Signed.

(Student's \ante)

p.s. If you cannot attend thk meeting.please let ine know when we can mect totalk about my I EI >. Thank you

illI hive each student practice his or her presen-tation for the upcoming IEP meeting. N lost

students will benefit from numemus Opportunitiesto rehearse! Students can practice at home withtheir famils and with each other, if sex eral havemeetings in the near future.

I lere are some suggestions for student practice.

You may want to have them roleplav, on separateoccasions, descrihing their disabilim theirstrengths, their needs. the accommodations thatwould help them achieve in class, their goals forthe future, and the goals and objectives they feelare most important for them to work on. Alsohave them practice thanking other participantsfor attending the !FP meeting. (These roleplavs,of course, must be tailored to individual studentcapability. Students who are not able to addressall these IEP elements should concentrate onsharing whatever they are capable ofwhat theywould like to do, or a few brief sentences abouttheir disability, preferences, or strengths.)

You can be involved in the roleplays as well.For example, von might take the part of thestudent, while the student plays the part of ateacher or principal.

'I'his allows you to model certain beha\ iors orresponses the studem may find useful in theactual I EP meeting. Then You'd switch roles,and the student would play himself or herself,responding or behaving appropriately.

Students may find it particularly helpful to seevou model imw to respond when other IEPparticipants want to add or delete goals or objec-tives. Students should understand that it isappropriate for them to either disagree or agree

A Adllt

with the proposed change, and to say why theyfeel that way. I lowever, this may be difficultfc)r many students, particularly if they are caughtby surprise.

You may vish to model making a response such as:"I would like to think about that suggestion. I f weneed to add it to the I EP, let's do ir later."

AnOther Situation for which students should beprepared is the possibility that another participantmay say something negative that hurts or angersthem. For example. a teacher might remark that"You have a chip on your shoulder" or "You nevercooperate in class." Discuss with VOW- studentswhat types of responses might he appropriate.Model (and have students practice) appropriateresponses such as "What su .r,gestions do you have?"

111I lave the student work on maintaining eYecontact w ith those listening, as well as vol-

ume and speed of delivery. It may be useful toestablish some "cues" that you, or another partici-pant, can use to remind the student if he or she isgetting off track (e.g., not keeping track of thetime, not maintaining eve contact, or speaking tooloudly or sof'rlv). Practice these cues with thestudent.

EllIf appropriate, have the student send outreminders to IEP participants a week before

the meeting (see page 9 in the Siudenis Guide foran example).

Suggest to the other participants, before themeeting, that they not interrupt the student

in the middle of his or her presentation. Discus-sion of' issues can wait until the student hasfinished presenting.

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1/11All the hard work that the student (and you!)have done has come to this moment! I lope-

fully, all preparations, discussions, roleplays, andclasswork will bear fruit in this meeting, as thestudent shares his or her ideas about what the 1 EPshould contain.

The student may wish to greet all particl-pants attending the !El) meeting. making

sure that those who do not know one another areintroduced. I le or she should also make sure thatall participants receive a copy of the draft 1EP thathe or she has prepared f(ir discussion.

0 When the time is appropriate, the studentwill share his or her ideas with the rest of the

LEP team. Depending upon his or her capabilitiesand degree of preparation, this sharing may rangefrom describing his or her disability in a fewsentences to actually leading the meeting. What-ever the level of participation, it's important thatthe student bc able to share his or her ideas freely,without interruption. Hopefulk, you have role-played in class what the student will say, and thispart will go smoothly.

1/11Praise the student. Regardless of mistakes,he or she has accomplished much today and

needs to be told so.

ElHave the student tell the class what hap-pened in the IEP meeting.

1131Monitor the goals and objectives throughoutthe year and encourage the student to be

aware of and monitor progress as well. Are thegoals being addressed? Is the student working

As mentioned above, there may be timeswhen another participant says something that

hurts or angers the student: describes the studentin largely negative, nonconstructive terms: orproposes changes or alterations to the IEP thatsurprise the student. Any prior roleplaying youhave done within your class may help the studentrespond appropriately in these situations. (De-pending upon the level of the student's participa-tion, and his or her ability to advocate, von mayneed to be the one wlm responds.) As necessary,help the student focus the discussion on positivesteps that he or she can take, not on a recountingof his or her transgressions.

Note: One of the reasons for having students spendtime developing a "Strength" and "Weakness/Need" sheet is to circumvent the likelihood thatan IEP team member will make such negativestatements. If the student has already pointed outin his or her presentation that one of his or her"weaknesses" is not doing the homework, or notparticipating fully in class, then this reduces theneed for others to do so.

laAt the end of the meeting, the student shouldthank everyone for their active part in plan-

ning his or her school program.

toward achieving them? I low is he or she progress-ing? Does the team need to come together againand change anything about the IEP? Goals? Class-room placement? Services being received? Havethe student call another IEP meeting, if necessary.And be sure to prepare for that one, too!

And, as was said in the beginning of thisguide, celebrate each student's growth! And

celebrate your part in that growth!

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Overview qt. the Laws

94-142Education of AllI landicappedChildren Act

Also kno\%n as the Education of the I landicappedAct, or El IA. Passed in 1975. }las since beenamended several times, including the 1990amendment which changed its name to the Indi-viduals with Disabilities Education Act (IDEA).Provides federal funding to assist schools in edu-cating students with disabilities.

The El IA (now I I )EA) has many requirenlents.Among them:

Schools must provide students with disabilitieswith a "free appropriate public education- and/or related services as needed to meet theirunique learning needs;

Each student with a disability who receivesspecial education must have an IndividualizedEducation Program (I EP);

The IEP is created just for that student anddetails the educational goals and objectives thestudent will address throughout the Year;

A student's IEP is developed in a collaborationbetween school personnel, the student's par-ents, and (when appropriate) the student; and

A group of school personnel and parents (volun-tary) must meet at least once a Year to reviewand revise the I EP.

RI- 101-476The Individualswith DisabilitiesEducation Act

An amendment to the El IA (described above),passed in 1990. The requirements listed aboveremain intact under I I )EA, and the followingitems have been added:

Students of transition age (sixteen Years or olderand, in many cases, younger) must be invited toparticipate in the meeting \\here the I EP isdeveloped:

For students 16 Years or older (and in manycases, younger), part of the IFP must bedevoted to the transition services the studentwill receive to help him or her plan and preparefor life after high school.

'11-ansition planning includes discussing andplanning for such areas as the student's:employment, postsecondary education (includ-ing vocational training or adult education),independent living, eligibility for various adultservices (such as vocational rehabilitation), andcommunity participation.

R I,. 93-112--RehabilitationAct of 1973

A civil rights law prohibiting discrimination againstpersons with disabilities.

Section 504 of the Act prohibits schools fromexcluding students with disabilities from partici-pating in programs receiving federal funding,simply because they have a disability. Amended in1992 by P.L. 102-569.

Important facts about Section 504:

Section 504 defines a person with a disability as"any person who (i) has a physical or mentalimpairment which substantially limits one or

more of such person's major life activities, (ii)has a record of such an imoairment, or (iii) isregarded as having such an impairment."

Major life activities are defined include self-care, performing manual tasks, seeing, hearing,speaking, breathing, learning, and walking.

Schools, as recipients of' federal funding, are,thus, prohibited from discriminating againststudents who meet the definition of' a personwith a disability. Accommodations must bemade to assist students with disabilities toparticipate in school activities, including classes.

Possible Answers to the Student "Disability" Pre-test*

1. A disability is...a limitationan area where you're challengedsomething that makes it hard for you to (learn,walk, talk, see, hear...)

2. (individual response, based on student'ssituation and knowledge)

3. the Individuals with Disabilities Education Act(IDEA) (formerly the Education of the Handi-capped Act, EHA, or P.L. 94-142)

4. Acconwtodation is...when people make changes that will help youparticipate in activitieschanges in the way things are done, so you canlearn better

5. (individual response, based on student'ssituation and knowledge)

6. An IEP is...a document that describes your educational planan Individualized Education Program (or Plan)the papers that tell what you'll be studying this year

7. (individual response, probably "Yes")

8. (individual response, based on student)

*These are possible, somewhat simplified answers that students might give or that you might offer. Please refer to theglossary for the more formal definitions of words such as disability, accommodation, and IEP.

['sing the presentation on the laws as an example,the four components of Nis. NicGahee's presenta-tion look something like this:

keyword Poster:

The Lawg

04-142 Education of the I landicappedAct (FHA)signed in P175free appropriate public education

(FAPE)IEP once a yearlegal document

101-476 Individuals with DkabilitiesEducation Act (ID ',11amendment (change)transition plan

Rehab Act Section 504accommodationsexamples:

1>ooks-on-tapemore time on testsnotetaker

The presentation follows the order of informationon the keyword poster. If snide its are havingdifficulty understanding the ma,erial, they arepermitted to stop her and request that informationbe repeated or said in a different way. She weavesstories of personal experience into the presenta-tion the types of disabilities that previousstudents have had and what types of accommoda-tions they received to support their learning.

VISIA1,: Nis. NicGahee uses a copy of the Con-gressional Report on the different laws theAmericans with Disabilities Act, the Rehabilita-tion Act of 1973, the EHA, and the IDEA. Thisvisual shows students coneately that these lawsexist and are quite official. (See note below aboutobtaining a copy of the (7ongressional Report.)

NOTE-"I'AKING: Students take notes on herpresentation, using the keyword poster as a start-

ing point for their notes. (Some students may needaccommodations or adaptations in notetaking,such as using another student's notes, using a taperecorder. adding words to a survival or readingword list, or using a computer.) The class goesover the notes they have taken, as part of a feed-back loop about the note-taking process.

REVIEW: After the presentation on the laws isfinished (it takes about .?5-30 minutes), studentsarc permitted to ask questions. The keywordposter is removed, and then Nis. NIcGahee asksthe students questions about the laws: studentsuse their notes and their memory to answer.Students arc also permitted to share their notes, ifthis type of accommodation is appropriate for theirlearning needs.

Getting Copies (If Laws orof the Congressiornd Report

Copies of federal laws are available from Superin-tendent of Documents, Attention: New Orders,P.O. Box 371954, Pittsburgh, PA 15250-7954.Charge orders may be telephoned to the LS.Government Printing Office at (202) 512-1800.You need to be very specific about which laws youwould like. For a copy of the Individuals withDisabilities Education Act (IDEA), ask for 34CFR Parts 300-399. (This laws replaces the Edu-cation of thc liandicapped Act (El IA), so youneed not request a copy of the E HA.) For a copyof the Rehabilitation Act of 1973 (as amended),ask for: 34 CFR Parts 100 to 106.

( :opies of' federal laws, as well as of the Congirs-slow/ Report, may also be available from yourCongressional representative. (The CongassionalReport describes and summarizes laws in moreeveryday terms.) Write or call your representativeand say You want the Con(ressional Report on aparticular law (e.g., the Individuals with Disabili-ties Education Act) or a copy of the law itself.

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"lhe following definitions have been compiledfrom a variety of sources. The contents of thisglossary do not necessarily represent definitionsendorsed by the I .S. Department of Educationbut, rather, represent how the terms are generallyused in the special education and disabilities field.

Accommodationsomething that meets a need;in special education, "reasonable accommodation"refers to how schools and teachers adapt, adjus,., orchange the physical environment, instruction orservices for a student with a disability so that thepresence of the student's disability does notunnecessarily affect his or her learning. 'Ileaccommodations that are made are based upon thestudent's special needs. Examples of reasonableaccommodation mclude allowing the student totake a test in a quiet arca, use a tape recorder inclass to take notes, use another student's notes,or use textbooks On tape.

Amendmenta change. revisiOn, or additionmade to a law.

Appropriateable to meet a need: suitable orfitting; in special education, children with disabili-ties arc entitled to a "free appropriate publiceducation," which means that the schools providethe education (public) at no cost to the student orhis/her family (free) and that the education meetsthe student's special needs (appropriate).

Auditory Memorythe ability to remember themain features of something heard, and/or to re-member the sequence of several items heard.

Cognitivea term that describes the processpeople use for remembering, reasoning, under-standing, and using judgment; in special educationterms, a cognitive disability refers to difficulty inlearning.

Disabilitythe result of any physical or mentalcondition that affects or prevents one's ability todevelop, achieve, and/or function in an educa-tional setting at a normal rate.

Due Processaction that protects a person'srights; in special education, this applies to a set oflegal steps taken to protect the educational rightsof students with disabilities and carried out ac-cording to established rules.

Dyslexiaa disturbance in a person's ability toread or learn to read.

Education of the Ilandicapped Act (ElIA)Public I.aw 94-142, passed in 1975, which man-dated that schools provide children with disabili-ties with a free appropriate public education;among other things, this law specities how stu-dents arc to be assessed for the presence of adisability, how the Individualized EducationProgram (I EP) is to be developed collaborativelyand reviewed at least once a year, and what educa-tional rights children with disabilities and theirparents have.

Educational Testingthe tests that schools givestudents to see how students are performing invarious skill areas; the tests may be group-adminis-tered or individually-administered. Schools typi-cally use group-administered tests to tind out howlarge numbers of students are performing and toidentify which students are having difficulties inschool. Students who are performing below thelevel expected for an individual that age may bereferred for further testing, to see if the studenthas a disability. If the student is being tested forthe presence of a disability, then testing must beindividualized.

El IAsee Education of the I landicapped Act, above.

2 0- 19 -

Emotional Disordera condition that, underFederal definition, has one or more of these chal-acteristics: (a) an inability to learn that cannot beexplained 1.)\ intellectual, sentiory, or health fac-tors; (b) an inabilit\ to build or maintain satisfac-tor\ interpersonal relationships with peers orteachers; (c) beha \ ior feelings that arc inappro-priate under normal circumstances; (d) a generalper\ asive mood of unhappiness or depression; or(e) a tendenc\ to dex clop ph\ sical symptoms orfears associated \\ ith personal or school problem,.I laying an emotional disorder that adversekaffects a student's educational performance makesa student eligible for special education under thelndi \ idual, with Disabilities Education Act.

Evaluationthe poicedures used to determinewhether a child has a disability and the nature andextent of the special education and related ser-vices the child needs; also refers to the proceduresused to determine a student's progress andwhether he or she has achieved the 1E1) goals andobjectives.

Free.Appr()priate Public Educationoftenreferred to as FAPE; one of the key requirementsof the Individuals with Disabilities Education Act,which requires that an education program bepro\ ided for all school-aged children, regardless ofdisability, without cost to families; the exactrequirements of "appropriate- are not defined;what is appropriate is to be determined lw theteam that plans each student's IEP, based upon anindividualized evaluati(m of the student's abilitiesand needs.

Ilandicapsee disability.

lIearing Impairmentused to describe a widerange of' hearing losses, which can be permanentor fluctuating; to be eligible for special education,the student must have a hearing loss that affectshis or her educational performance.

IDEAsce Individuals with Disabilities Educa-tion Act, below.

IEPsee Individualized Education Program, below.

!ndividualized Education Program (IEP)a\\ ritten education plan for a child or youth withdisabilitie, developed b a team of professionals(teachers. therapists. etc.), the student's paxnts,and the student (as appropriate); the I El) is re-\ iewed and updated yearly and describes how thestudent is presently doing, what the student'slearning needs are, and what ser\ ices the student\\ ill need.

Individuals with Disabilities Education Act(IDFA)an amendment to the Education of theI landicapped Act ( El IA) passed in 1990 andamended again ill 1991; changed the name of thelegislation from El IA to IDEA, maintained therequirements of the El IA, and added the require-ment of transition services for students aged 16 orolder and, in many cases, Younger.

Learning Disabilitya disorder in one or more ofthe basic processes involved in understanding orin using spoken or written language; as a result ofa learning disability, students may have difficultylistening, thinking, speaking, reading, writing,spelling, or doing mathematical calculations.Students with learning disabilities are eligible forspecial education and related services.

Least Restrictive Environmentan educationalsetting or program that pro\ ides a student withdisabilities with the chance to work and learn tothe best of his or Iler ability; it also provides the,tudent as much contact as possible with studentswithout disabilities, while meeting all ot' thechild's learning needs and physical requirements.

Mental RetardationA condition that causesindividuals to function at an intellectual level thatis generally significantly below average and tohave difficulties with and deficits in social adjust-ment and adaptive behavior. Students with mentalretardation are eligible for special education andrelated services.

20 -

21

Multidisciplinarya team approach involvingspecialists from more thaq one discipline, such as ateam made up of a physical therapist, a speech andlanguage pathologist. an occupational therapist, aspecial education teacher. other specialists, and astudent's parents.

Placementthe classroom, program. ser% ice, and/or therapy that is selected fOr a student w ithspecial needs.

Public Law 93-112see Rehabilitation Act of1973, below.

Public Law 94-142see kducati(m of thelandicapped Act. abme.

Public Law 101-476See individuals withDisabilities kducation Act. above.

Public Law IO2-569----the most recent amendmentto the Rehabilitation Act of 1973, passed in 1992.

Reasonable Accommodationsee Accom-modation. above.

Rehabilitation Act of 1973a federal law whichaddresses discrimination against peopk: with dis-abilities; the law has different sections pertaining todifferent areas of discrimination. Of particularimportance to school-aged students with disabilitiesIS Section 504, which protects such students frombeing excluded, solely on the basis of their disabil-ity, from participation in any program or activityreceiving federal funds. 'I'he law also introducedthe concept of "reasonable accommodation."

Related Serviecstransportation and develop-mental, corrective, and other support services thata student with disabilities requires in order tobenefit from education; examples of related ser-vices include: speech/language pathology, audiol-ogy, psychological services, physical and occupa-tional therapy, recreation, including therapeuticrecreation, counseling services, interpreters forthose with hearing impairments, medical servicesfor diagnostic and evaluation purposes, andassistive technology devices and services.

Screeninga procedure in \\ hich groups ofchildren are examined and/or tested, in order (0identify children who are at risk of educational orother problems; the children \\ ho are identifiedare then referred for more intensi c es aluarionand assessment.

Section 304an important section of the Reha-bilitation A.ct of 1973, which prohibits discrimina-tion against persons with disabilities: see Rehabili-tation .\ct of I 973, above.

Special Educationprograms, ser ices. (ft spe-cially designed instruction (offered at no cost tofamilies) for children 0\ er 3 \ ears old with specialneeds ho are found eligible for such services;these include special learning methods or materi-als in the regular classroom, and special classes andprograms it' the student's learning or physicalpniblems indicate this type of program.

Special Needsoften used in the phrase "a childwith special needs,- this term IS used to describe achild who has disabilities or who is at risk ofdeveloping disaNlities and \\ ho, therefore, re-quires special services or treatment in order toprogress.

Traumatic Brain Injury (TRI)an acquiredinjury to the brain caused by an external physicalforce. resulting in total or partial functional disabil-ity or ps cluusocial impairment that affects how aStudent progresses in School. This t\ pe of injurycan result in impairments in one or more of thefollowing areas: cognition. language. Memory,attention. reasoning, abstract thinking, judgment.problem-sok ing, sensory or motor abilities, behav-ior, information processing, physical functions, andspeech. 'Ile term does not apply to brain injuriesthat are congenital or those induced by birthtrauma. Children with TB1 are eligible for specialeducation and related services.

Visual Memoryabililtv to recall main features ofsomething seen and/or to remember the sequenceof several items seen.

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A selection of resources is listed below to helpreaders locate more indepth information on themany issues raised in this technical assistanceguide to Helping Students Deuelop Their I El's. Wehave also provided the names, addresses, andtelephone numbers of the publishers from whichyou can obtain these resources. 'This contactinformation is, of course, subject to change with-out notice. If you have difficulty locating a pub-lisher, please contact NIC1ICY. Be aware thatthere are also many other books, articles, andvideotapes available on such subjects as the laws,student involvement in the IEP process, self-determination, and transition planning: the listbelow is intended to serve as a starting point.

Many states have projects in self-determination.transition planning, or student involvement in theIEP. To find out if any such project exists in voiirstate, contact your local director of special educa-tion, your state director of special education, or theNational 'Transition Alliance for Youths withDisabilities. at the Transition Research Institutein Illinois, telephone: (217) 333-2325.

In.fbrmation About the Laws

Children's Defense Fund. (1989). 94-142 and5()4: Numberc that add up to educational rights fin-(hildren with &abilities. Washington, I)C: Author.(Available from the Children's Defense Fund, 25E Street N.W., Washington, DC 20001. 'Tele-phone: (202) 628-8787.)

Copenhaver, J. (1995). Section 504, An educator'sprimer:What teruhets and administratots need to knowabout implementing accommodations for eligible indi-vidua/s with disabilities. Imgan, 17I': NlountainPlains Regional Resource Center. (Available fromMountain Plains RRC, Attention: Shauna Crane,1780 N. Research Parkway, Suite 112, I mgan, rl'84321. Telephone: (801) 752-0238.)

Kfipper, (Ed.). (1993). Questions and answersabout the Individuals w ith Disabilities EducationAct. .VICHCY News Digol. 3(2).1-16. (Availablefrom N1CIICY. P.O. Box 1492. Washington, DC20013. 'Telephone: 1-800-695-0285; (202) 884-8200.)

Involving Students in IEPDevelopment/Transition Planning

Curtis, E., & Dezelskv, \I. (1995). h's my life:Pre/ere/ice-based planning.fiir self-direded goal meeting:

[facilitator's guide, student goal planner work-book, and reproducible masters]. Salt I,ake City,71': New I lats. (Available from NeW lats, P.O.

Box 57567, Salt Lake City, I-1' 84157. Telephone:(801) 268-9811.)

Ebbs, P. (1995, February). Student participationin transition: From invitation to involvement.SARRC Repons, 1-8. (Available from the SouthAtlantic Regional Resource Center, 1236 North[niversity Drive, Plantation, FI, 33322. Tele-phone: (305) 473-6106.)

Full Citizenship, inc. (1994). It's your choice:

Planning for alter high school [manual and video-cassette]. Lawrence, KS: Author. (Available fromFull Citizenship, Inc., 211 East 8th Street, SuiteF. Lawrence, KS 66044. 'Telephone: (913) 749-0603.)

I lull', B. (1994). Transition: A handbook for par-

ents, students, and advocates. Irvine, CA: Irvine'nified School District. (Available from Irvine

Unified School District, Attention: Marion B.Zenoff, 5050 Barranca Parkway, Irvine, CA 92714.)

Marshall, LH., Martin, J.E., Maxson, &Jerman, P. (1995). choosing employment goals

[teacher's manual, student materials, and video-cassette]. Colorado Springs, (X): University ofColorado at Colorado Springs, Spe -ial EducationProgram. (Available from November 1995 through

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February 1996 from I 'nk ersity of ( :oloradoSprings, Special Education Program, P.O. Box7150, C :olorado Springs, ( ( ) 80)33-7150. 'Eck:-phone: 719-593-3627. Frrim March 1996 on, con-tact Sopris West, P.O. Box 1809. 1140 BostonA \ elute, I ,ungmont. CO 80502-1809. Telelphone:14i(H)-547-6747: (303) 651-2829.)

Nlarshall, 1..11.. Nlartin. I.E., Nlaxson, L., &Jerman, P. (1995). Taking (laion [teacher\ manual,studcnt materials. and videocassette'. ColoradoSprings, ( niversity of ( :Olorado at ( :oloradoSprings, Special Educatitm Program. (See contactinformation for a\ :tilabilit\ iimnediatek ahme.under Nlarshall et al. reference.)

Nlartin. J.E.. Nlarshall, L.11., Nlaxson. L., &enna n, P. (1993). Stlf-dircaty/ IFP [teacher's

manual, student workbook. and 2 videocassettes'.( :olorado Springs, (X): l'iliversity Of ( :olorado at(:olorado Springs, Special Fducation Pr( gram.(See contact information for a\ ailabilit\ immedi-atel \ above. under Nlarshall et al. reference.)

Nlatuszak. T.. I.angel, P.. Goldberg. NI., &(;oldherg, P. (1992). /?;gin //dawn: Planningfor Mc ie/I/Si/ion Jima high 5400/ to adidiNlinneapolis, NIN: PACER Center. 1.1,.ailablefrom PACER Center, 4826 Chicago A\ (mileSouth, NIinneapolis, N1N 55417-1055. Telephone:(612) 827-2966: 1-800-537-2237 (in NIN 1.1

Van Reusen, A.K.. & Box. C.S. (1994. Nlarch/April). Facilitating student participation in indi-vidualized education programs through motiva-tion strategy instruction. Excrptional Childan,60(5), 466-475.

Wandry, D., & Repetto, J. (1993). Transitionservices in the I Fp. mciicy Tiwnsifion sum-

/Ilan% 3(1).1-28. (Available from NI( :I I( atcontact information above.)

Wehmever, NI. (1995). 117,osc /1ala? i. i/ anyway?.1 snident /ransiiion planning program.Arlington. TN.: The Arc. (Available from-TheArc, 50)) East Border Street, Suite 300. Arling-ton. TN 76010. Telephone: 1-800-433-5255:(817) 261-6003.)

SO:Determin(ltion

.Nnderson. E.. Seaton, K.. & I )inas, P. (1995,Se pte m her). Fos/c/-ing sel/-ddermina/ion: .1 guidejar cdramom Lawrence. KS: Full Citizenship.Inc. (See abo\ c for contact information on FullCitizenship. Inc.)

Field, S., & Iloffman, (:n press). Slips to self-determination. Austin. TN: Pro-Ed. (This curricu-lum includes an instructor's guide, a student'smanual, and an assessment instrument. It isscheduled for publicationand will he available fromCreek Bonk:\ ard. Austin,(512) 451-3246.)

in December. 1995Pro-Ed, 8700 ShoalTX 78757. Telephone:

Van Reusen, A.K., hos, (:.5.. Sch ti maker. J.B.,& Deshler, 1).1). (1994, I )ccember). The self-

adv(amy s/raag-v jar edlawion dad ionisiiion plan-ning. I,awrence, KS: Edge Entci prises, Inc. (Avail-able from Edge Enterprises, P.O. Box 1304,,awrence, KS 66044. Telephone: (913) 749-1473.)

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This guide is part of NICHCY's Thchnical Assist/ma Guide series. NICHCY also disseminates other materials and

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Publications List, contact N ICI ICY, P.O. Box 1492, Washington, DC 20013. Telephoi 1-800-695-0285 (Voice/

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N1C1 ICY thanks our Project Officer. Ms. Marie Roane. at the Office ot' Special Education Programs, 11.S.Department of Education. We would also like to express our deep appreciation to Alyne Ellis, who produced

the audiotape portion of this guide package, and to Marcy MeGahee-Kovac, who generously shared with us her

many teaching strategies for invols ing students in the I EP process. Thanks go as well to the individuals who

shared their insights about the I EP process and student involvement and who allowed their remarks to be tape

recorded! "lhese are: Erin Connolly. special educator: Dr. Carol Cash. assistant principal; and Suzanne Ripley,

director of N ICI ICY. and her husband Scott. parents of two teenagers with disabilities.

N ICI ICY would also like to express its appreciation to each and every one of the reviewers who read thispublication in its draft form and who shared with us many valualde insights and suggestions. Specifically, we

thank: Dr. Robert Snee, Principal, George Mason I iigh School, Falls Church, VA: Erin Connolly, specialeducator. Stratford SchoolArlington, VA: Dr. Beverly Mattson, Assistant I )irector, Federal Resource Center for

Special Education, Washington, DC; and the parents at the PACER Center in Minneapolis, MN, Sandylohrstoen, Kris Sehoeller, Vava Guthrie, and Kristin Berget.

Pmjed DimiorSuzanne Ripley

Produem .1ildiwwsselte ProgramAlvne Ellis

Editor/ AuthorLisa Kapper

This information is copyright free. Readers arc encouraged to copy and share it, but please credit theNational Information Center for Children and Youth with Disabilities (N I( I ICY). Please share your ideas and

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NICHCY

AED.1t-ademy for Educational Det,elopment

Publication of this document is made possible through Cooperative Agreement 1110,10A30003 between the Academy for EducationalDevelopment and the Office of Spec ial Education Programs of the I :.S. Department of Education. The contents of this document do notnecessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organi-zations imply endorsement by the 1:.S. Government.

The Academy for Educational Development, founded in 1%1, is an independent, nonprofit service Organization committed to ad-dressing human development needs in the United States and throughout the world. In partnership with its clients, the Academy seeks tomeet today's social, economic, and environmental challenges through education and human resource development; to apply state-of-the-arteducation, training, research, technology, management, behavioral analysis, and social marketing techniques to solve problems; and to

democratic and humanitarian ideals.improve knowledge and skills throughout the world as the most effective means for stimulating growth, reducing poverty, and promoting