Increasing Self Advocacy Through Instruction of the IEP ...€¦ · Web viewThe research project involved 8 students receiving special education services in a middle school setting

Running head: INCREASING SELF ADVOCACY 1

Increasing Self Advocacy Through Instruction of the IEP/Transition Plan

Mary Lou Alther

University of New England

Action Research Project

EDU 695

Michael Beaudoin

April 18, 2010

INCREASING SELF ADVOCACY 2

TABLE OF CONTENTS

ABSTRACT 4

INTRODUCTION 5

Rationale for the Study 7

Statement of the Problem 7

Research Questions 8

Hypothesis 8

REVIEW OF THE LITERATURE 9

METHODOLOGY

Research Design 15

Data Collection Plan 16

Sample Selection 17

Instruments 18

RESULTS

Data Presentation 18


Discussion of Findings 23

Table of Contents, Continued

Limitations of the Study 25

Significance/Implications/Applications 26

Further Research 27

ACTION PLAN 28

CONCLUSION 30

REFERENCES 33

APPENDICES

Appendix A: Parent Cover Letter 35

Appendix B: Parent Permission Form 37

Appendix C: Student Permission Form 38

Appendix D: Informal Interview Form 39

Appendix E: IEP/Transition Rating Survey 40

Appendix F: IEP/Transition Rating Survey Data 42


ABSTRACT

This action research project explores strategies to assist students in better understanding

their learning styles, strengths and weaknesses. In addition, the project provides guidance in

methods of developing the IEP/transition document with the assistance of the student, and

provides opportunities for the student to address other members of the IEP team. Finally, the

strategies provide guidance and instruction for students to better advocate their needs in the

classroom.

The research project involved 8 students receiving special education services in a middle

school setting. A series of training sessions were provided in the individual learning styles of

each individual student. Further training was provided on the IEP document and process, as well

as the development of the transition document. Interviews and observations were conducted to

document the students’ responses in their IEP meetings and in their respective classes to

document incidents of self-advocation.

The results indicate that students are interested to learn about themselves as individual

learners and appreciate the transition discussions on future coursework and the initial planning of

their academic and career plans. All students indicated that the training sessions on learning

styles should begin early in the school year and develop further as the IEP/transition dates

neared. The action research plan provides an opportunity to further develop a consistent method

of providing training to students to help them understand themselves as learners and begin to


consider their future plans for high school and beyond. In addition, the plan provides training on

their IEPs and communicating their needs in the classroom.


INTRODUCTION

Students identified with learning differences receiving specialized services through an

Individual Education Plan (IEP) have their plans reviewed and revised each year. The

Individuals with Disabilities Act (IDEA) requires that a transition plan be developed and

included in the IEP starting at age 14 (Harwell, 2001). IDEA also requires that students age 14

and older be invited to participate in their planning meetings. Recent research indicates that

while schools are aware of the laws requiring the development of transition plans and student

involvement, little preparation or training on the IEP process, learning styles, and self-advocation

takes place (Test et al., 2005).

I have been teaching Special Education for several years. I worked as a consultant for a

program for Emotionally Disturbed children in Vermont, and then moved to New Hampshire. I

have provided Special Education services to children at the elementary level for nine years. My

most recent position of five years is at the Middle School level, providing Case Management

services, and instruction to students with learning disabilities, emotional disabilities and other

health impairments. Part of my responsibility as Case Manager is to develop the Individual

Education Plan/transition plan (IEP) for students.

While many of the elements of the IEP/transition plan have remained the same, our

district now uses a web-based program to develop the IEP documents. This system conforms to

the Special Education laws and criteria of the Department of Education in New Hampshire as

well as federal guidelines. Part of the IEP includes the addition, by law, of the transition plan for

students age 14 and older. While special education teachers work with students to develop their


IEP/transition plans there have been few standardized methods of instruction for this process. In

addition, as part of the process of transitioning from middle to high school, there is the need for

students to become better advocates for themselves. A key component of advocating one’s

needs in the classroom is understanding themselves as learners, their strengths and interests.

When preparing grade 8 students for their IEP/transition meetings it has become apparent

that most students do not understand the IEP or the process of developing a plan. There was

little connection between a student’s background knowledge of their disability, the IEP/transition

plan, and the development of course selection from the high school. In addition, there was little

discussion with students about the accommodations that could be made available in their classes

to assist them in their learning. While progress has continued within our building structure for

the delivery of discussions surrounding the development of the IEP/transition plans and

including students in the process and meetings, the development and delivery of these services

has been individualized and has not been researched thoroughly.

The purpose of this Action Research Project is to research known structures for

delivering information to students about their disabilities, their learning styles, and their

IEP/transition plan documents to assist in the development and understanding of course

selections when moving to the high school. The intention of this project is to determine

effective, systematic methods for delivering background knowledge to students about their

learning needs, learning styles and increase their participation in IEP discussions, and self-

advocacy in their classes.


Rationale for the Study

Students moving from the middle school to high school have a great deal of responsibility

in understanding the classes being offered and developing a schedule that meets their needs

academically. Students identified with learning differences have the added responsibility of

learning more about their Individualized Education Plan. Having an understanding of the

learning styles, accommodations and modifications within their IEP is important for students to

be able to advocate their needs to their teachers. In addition, during grade 8, students begin

discussing the development of their transition plan with their Case Manager. This initial

discussion focuses on student interests and provides opportunities to discuss students’ desires for

career training, education and future plans. The transition plan provides opportunities for

students to gain a better understanding of their interests and learning style which, in turn, can

assist them in choosing their classes for study.

Statement of the Problem

Students have varying levels of knowledge about their individual learning styles and

needs, as well as their preferences for future study and employment. A systematic method is

needed to provide students with information pertaining to their personal learning profile, and

their IEP, including accommodations and modifications to become active participants in their

classes and academic careers.


During transition discussions, many students indicate that they are unaware of the IEP

document and have not participated in discussions pertaining to their learning profile and needs.

In addition, many students are unclear about matching their interests to classes and studies in

preparation of a career.

One of the critical factors that affect IEP and transition training include the varying

degree of knowledge each student has concerning their learning needs and IEP. Another critical

factor influencing IEP and transition planning is that there is no specific inventory available for

Case Managers to use in the transition discussion.

Primary Research Questions

Two research questions directed the study. Will instruction on learning differences, the

IEP and recommended accommodations and recommendations increase student self-advocacy in

classes? What standard transition planning tool would be most beneficial to students when

beginning transitional academic/career discussions?

Hypothesis

The hypothesis formulated was that instructing students on their interests, learning style,

learning differences and needs and the accommodations and modifications within their IEP

would increase self-advocacy in their classes.


REVIEW OF THE LITERATURE

Providing opportunities for students to better understand the opportunities available in

classrooms and for their academic careers is essential to prepare them for their lives beyond the

academic setting. The Individuals with Disabilities Act (IDEA) requires that a transition plan be

developed and included in the Individualized Education Plan (IEP) starting at age 14 (Harwell,

2001). The intent of the transition plan is to help the student prepare for academic challenges

after high school, employment opportunities and independent living. The IDEA amendments of

1997 require that students with disabilities age 14 and over be invited to participate in meetings

discussing their individual plans and that decisions are based on students’ interests. Similar laws

encourage student self-determination and self-advocacy of students and adults with disabilities.

Amendments to the Rehabilitation Act of 1998, (Public Law 105-220), provide further guidelines

for informed choice for individuals with disabilities (Test et al., 2005). The value of self-

determination and self-advocacy skills has been acknowledged through several studies. While

the importance of acquiring self-determination and self advocacy skills has been noted,

instruction of these skills is not consistently included in school environments or curricula.

Information regarding the addition of amendments to special education laws is essential for the

development of appropriate IEP/transition documents. In addition, special education teachers

typically communicate the requirements and components of the IEP/document and process to


families and, therefore, must be aware of changes and additions to the requirements of IEP

documents and special education laws.

Eccles and Wigfield, (1997) noted that few developmental periods have as many changes,

in as many areas, as in early adolescence. During adolescent development the importance of

social/peer acceptance, socialization with peers and physical appearance increases. As students

place an emphasis on social acceptance and peer interactions, academic self-concepts, grades,

and motivation can decline (Cauley & Jovanovich, 2006). Effective transition programs improve

student achievement, attendance, and academic retention. Transition programs involve

continuous planning from teams of teachers and should target those students who are likely to

have the most difficulty, i.e., students with behavior issues, girls, and low achieving students

(Cauley and Jovanovich, 2006). The systematic delivery of transition programs and curriculum

will assist students during adolescent development and beyond. The impact of a comprehensive

transition program will benefit all students and should not be limited to any particular subgroup

(Cauley and Jovanovich, 2006).

Involving the families of students with disabilities is important. The No Child Left

behind Act (NCLB) of 2001 has expressed the role families play. The Individuals With

Disabilities Education Improvement Act (IDEA) of 2004 has mandated parental involvement in

educational planning. Findings from the National Longitudinal Transition Study-2 indicate that

81% of parents learned about services for their children from their child’s school (Ankeny,

Wilkins, & Spain, 2009). The responsibility for finding and working with services for their

children typically falls on parents. Because parents are so knowledgeable about their children,

professionals should include, acknowledge and respect parents as members of the IEP team.


Research indicates that family’s experiences greater satisfaction when they are involved in the

IEP/transition process. It is important to acknowledge and respect the family’s perspective as a

member of the IEP team. Students and their families are key participants in the development of

the IEP and transition plan (Ankeny, Wilkins, & Spain, 2009).

The participants and members of the IEP team should be active participants and not

simply observers. While IEP teams consist of the special education teacher/case manager, a

member of administration or LEA, a general education teacher, specialists as needed, parents and

the student, families often rely on the expertise of the education personnel for the discussion and

educational decisions made for their children. One study, which observed over 100 middle and

high school IEP meetings, discusses the significant differences in the level of participation from

those who attended meetings. The observations indicated that Special Education teachers talked

51% of recorded intervals, family members talked 15% of recorded intervals, and General

Education teachers spoke 9% of recorded intervals, while students talked 3% of recorded

intervals (Martin et al., 2006). While the special educators is key in the delivery of information

and the formulation of the IEP/transition document, other members of the team should actively

participate and contribute to the IEPs development. The student’s participation should be

developed to become more involved as an active participant – not just an observer. There were

surveys completed by participants of the meetings; including family members, students, general

education teachers, special education teachers, administrators, and counselors. While 40% of

special educators felt students participated a considerable amount in their meetings – the

recorded intervals and direct observations indicated a different result (Martin et al., 2006). The

study suggests that student attendance does not equate to participation. This information is

powerful as it emphasizes the role of the special educator as more of a guide or facilitator and


includes family and student as key participants. While facilitation of the IEP/transition meeting

needs to be directed, further emphasis and training on the roles of families and students and their

participation needs to be explored.

Several studies indicate that students who attend their IEP/transition meetings without

training about their disability, the IEP document, and their role in the meeting do not understand

the process or language, often feel unheard and consider the activity meaningless. Martin,

Huber, Marshall, Maxson, and Jerman (1997) identified specific areas where students could

become actively involved. These include beginning the meeting, stating the purpose of the

meeting, reviewing past goals and performance on those goals, talking about their interests and

preferences and closing the meeting. As students become more cognizant of the IEP/transition

process and development their involvement can increase to include further developing goals and

course selection for future classes (Martin et al., 2006).

It is important for students to have training and understand the importance of transition

planning. Without this background knowledge, students with learning disabilities make

inappropriate career choices as they do not make a connection between their own interests and

the career decision profile (Williams-Diehm & Lynch, 2007). The discussions and training on

transitions and self-advocacy should occur gradually beginning at a young age. This training and

student involvement should be gradually increased with greater expectations and participation as

the student matures (Williams-Diehm & Lynch, 2007). Four to five years before leaving school

supports that are needed to be successful in school can be identified. Interests in careers and

skills can be explored at this time as well. During this time, students can also further develop

their communication skills to effectively communicate preferences, interests, and needs. In


addition to identifying supports, and assisting students in exploring interests and careers goals,

students should receive information and gain understanding of the nature of their disability and

the supports and accommodations needed to assist them. Students should be encouraged to

practice self-advocacy skills, and decision making skills beginning four to five years prior to

leaving school (Cohen & Spenciner, 2009). Two to three years before leaving school students

should begin matching career interests with appropriate courses and related work experiences.

Post secondary programs and training opportunities should be explored at this time as well. In

addition to focusing more directly on career goals and academic courses, students should become

acquainted with community support services and have an opportunity to meet these service

providers at their IEP/transition meetings. As students near the end of their secondary school

academic career, they should receive additional information regarding postsecondary educational

programs, vocational training programs and financial support assistance to prepare them for

independent living (Cohen & Spenciner, 2009).

It is important for students to understand the background and components of the IEP

document, including the discussion of the evaluation process and special education

identification. Students often do not understand their identifications and learning issues, which

can cause increased anxiety, depression and emotional upset. Providing students with this

background information is essential. Involving students in the stages of IEP development will

increase their overall understanding the process and assist them in better understanding their

academic, developmental and social needs. The first stage for IEP development is to develop

background knowledge. Providing resources, such as on-line guides or books can increase

students’ knowledge of the IEP process. Having students meet with the evaluators can help them

better understand their learning needs, strengths and weak areas. The second stage in developing


an IEP is planning. Providing interest and career inventories can assist students in generating a

plan for course selection and career/academic planning. Additional methods for planning could

include utilizing commercial programs (Konrad, 2008). The next stage in developing an IEP is

drafting the IEP. Students can be involved in writing about their strengths and needs. The level

of involvement for students can vary depending on a student’s age and knowledge of the process

(Konrad, 2008). Students can be provided with opportunities to rehearse and providing

information at their meeting. Once the IEP has been developed and approved, students can

create a fact sheet about their IEP. Students can also be involved in developing progress reports

to share with their parents (Konrad, 2008). Involving students in the understanding the IEP

process and developing the IEP/transition plans will assist them learning skills to advocate their

needs and increase their independence.

There are several programs available for including: “Personal Futures Planning”, Self-

Directed IEP from Choicemaker Instructional Series”, “Whole Life Planning”, “Take Charge for

the Future”, and NEXT S.T.E.P.”. One self advocacy strategy designed to prepare young adults

to become more actively involved in their educational and transition planning, consists of five

steps and uses the acronym, “I PLAN” (Test & Neale, 2004).

I – Inventory and choices for learning.

P – Provide your inventory information

L – Listen and Respond

A – Ask Questions


N – Name your goal

The “I Plan” strategy provides a guide for students and teachers to follow during training

for IEP development and understanding, as well as increasing self advocacy. The acronym

provides an effective means of describing the basic elements of a self-strategy plan.

Helping students understand themselves as learners, and understanding the relationship

between their learning styles, learning needs, and interests will assist them in their academic

careers and beyond. Providing students with strategies to better understand their learning needs

will improve self-esteem, academic performance, and motivation (Cauley & Jovanovich, 2006).

The importance of training in self-advocacy is important for adolescents to have a better means

of expressing their needs and communicating with others. While there are many programs and

strategies available, it is interesting to note that while there is considerable support for

developing self-advocacy skills in the IEP process, instruction is not the norm (Test et al., 2005).

METHODOLOGY

Research Design

When initiating the Action Research process, the parent cover letter (Appendix A), parent

permission form (Appendix B), and student permission form (Appendix C) were presented to the

building administrator for review and approval. As the Action Research project involves

students identified with learning differences and is related to the development of their transition


plans and IEP documents, it was important that parents and students fully understood that

confidentiality pertaining to student learning differences, IEP contents and personal information

would remain constant. Case Managers for Special Education students are responsible for

providing the services and procedures students need to succeed in their classes while maintaining

the integrity of confidentiality.

Data Collection Plan

As students’ IEP/transition meeting dates approached, students participated in a brief

individual meeting with the Case Manager to discuss the upcoming meeting. The Informal

Interview document (Appendix D) was completed at this time. The intent of this document is to

gather information from each student regarding their knowledge of the IEP and transition process

prior to any training sessions. This information would include information regarding students’

knowledge of their learning styles, preferences and strengths and weaknesses. While the initial

questions would remain the same for each participant, follow-up questions and information

would be determined by student response. These additional responses and information would be

added anecdotally by the researcher.

Following this initial meeting, all students would participate in an on-line Multiple

Intelligence assessment (Birmingham Grid for Learning - Multiple Intelligences, n.d.). This

assessment and graphic printout provides students with background information concerning their

individual learning styles and learning preferences. Students discuss learning styles and

preferences in relation to their classes and begin discussing preferred classes for high school.


The Transition to Work Inventory (JIST Publishing, 2008) is then completed, to provide students

with initial background knowledge on possible career choices based on their leisure interests.

This information is then discussed with each student’s Case Manager to formulate the transition

plan portion of the IEP. The results of the Transition to Work Inventory are placed in the

students’ special education folders which are transferred to the high school special education

offices. The TTWI can be revisited and further developed as students continue their

academic/career planning.

The IEP design and components are discussed with each student individually, including

the Accommodations available for students. Students attend their meetings to further discuss

their plans with members of the IEP team, including parents and representatives from the high

school. The final phase of each IEP/transition meeting is the development of course selection

sheets for high school. These course selections are a combination of recommendations from

current teachers, and preferred selections by students.

Following the IEP meeting, students have a follow-up meeting with the Case Manager to

discuss their thoughts on the IEP meeting process and to complete the IEP/Transition Training

Rating Survey (Appendix E). Additional information collected will include anecdotal recordings

from Team Meetings and Field Notes on observations of students advocating their needs and

requests for accommodations in classes.

Sample Selection


The training opportunities took place with Grade 8 students on the researcher’s Special

Education Caseload. Each student in the sample group is identified with a specific learning

difference, including but not limited to: Specific Learning Disabilities, Other Health Impaired –

including ADHD, and Emotional Disturbances. The planning discussions, surveys and IEP/

transition development procedures were completed individually.

Instruments

Data was obtained through a variety of instruments. An Informal Interview (Appendix D) was

developed, and information gathered to determine each student’s knowledge of the IEP/transition

process prior to any training discussions. The IEP/Transition Rating Survey (Appendix E) was

developed for each student to complete following the training sessions and IEP/transition

meetings. The information on this survey would provide information related to the students’

perspective on the effectiveness of training and their impressions and knowledge of the

IEP/transition process gained from the training sessions. Additional information would be

provided regarding further development of the training sessions.

Field Notes will be collected on observations from students’ classes including:

interactions with staff, self-advocating strategies in classes. Anecdotal records on student self-

advocating will be maintained from Team Meetings minutes, staff and parent emails. Teacher

reports of student interactions, self-advocating will be included as will correspondence from

parents regarding managing work, and self-advocation in classes

RESULTS


Data Presentation

Informal Interview

Students met with the Case Manager on an individualized basis to discuss the Informal

Interview questions. Seven of 8 students or 87.5% indicated that they had not heard of an

Individualized Education Plan before that meeting. All students (100%) indicated that they had

never attended an IEP meeting. During discussions on learning styles 6 of 8 students or 75% had

heard of learning styles prior to meeting with the Case Manager. Zero of 8 students (0%) were

able to list their individual strengths and weaknesses in learning styles. When discussing

accommodations available in their respective classes 5 of 8 students or 62.5% indicated that they

did not approach staff about their accommodations or supports in their classes. Two students or

25% of students indicated that they did not understand what accommodations on an IEP were.

One student of 8 or 12.5% indicated they were unsure if they had approached staff with

accommodations from their IEP.

IEP/Transition Rating Survey

Following participation in the Multiple Intelligence Online Inventory, and completion of

the Transitions to Work Survey(JIST Publishing, 2008), students met with their Case Manager to

further discuss the results of the surveys, the surveys purpose and begin discussions on their IEP

and transition plans. Following the IEP meeting, students were asked to complete the

IEP/Transition Rating Survey (Appendix E).

Completing the Multiple Intelligence on-line survey has helped me understand my learning preferences.


Strongly Agree

Agree Undecided Disagree Strongly Disagree

Student Responses

3 5 0 0 0

Percentage Of Student Responses

37.5% 62.5% 0 0 0

(Appendix F)

Three of 8 students or 37.5% indicated strong agreement when asked if completing the

Multiple Intelligence survey helped them to understand their learning preferences. Five of 8

students or 62.5% indicated agreement when asked if completing the Multiple Intelligence

survey helped them to understand their learning preferences.

I have a better understanding of my Individual Education Plan after meeting with my Case Manager.

Strongly Agree


Student Responses

0 6 2 0 0


0 75% 25% 0 0

(Appendix F)

Six of 8 students or 75% indicated agreement when asked if they had a better

understanding of the IEP after meeting with their Case Manager. Two of 8 students or 25%

indicated they were unsure when asked if they had a better understanding of the IEP after

meeting with their Case Manager.


Reviewing my accommodations and supports on my IEP helps me understand the kinds of assistance I can request in my classes.

Strongly Agree

Agree Undecided DisagreeStrongly Disagree

Student Responses

0 8 0 0 0


0 100% 0 0 0

(Appendix F)

Eight of 8 students or 100% indicated agreement when asked if reviewing the

accommodations and supports on the IEP helps them understand the types of assistance available

in classes.

I will ask for the appropriate supports in my classes.

Strongly Agree


Student Responses

3 5 0 0 0


37.5% 62.5% 0 0 0

(Appendix F)

Three of 8 students or 37.5% indicated strong agreement when asked if they will seek

assistance in their classes. Five of 8 students or 62.5% indicated agreement when asked if they

will seek assistance in their classes.


Completing the Transitions to Work Inventory helped me understand my interests and learning style.

Strongly Agree


Student Responses

0 7 1 0 0


0 87.5% 12.5% 0 0

(Appendix F)

Seven of 8 students or 87.5% indicated agreement that completing the Transitions to

Work Inventory helped them understand their learning preferences and learning style. One of 8

students or 12.5% indicated they were unsure if completing the Transitions to Work Inventory

helped them understand their learning preferences and learning style.

After completing the Transitions to Work Inventory, I have a better understanding of how my interests can direct my class choices for high school and career/college path.

Strongly Agree


Student Responses

3 3 2 0 0


37.5% 37.5% 35% 0 0

(Appendix F)

Three of 8 students or 37.5% indicated strong agreement that after completing the

Transitions to Work Inventory they have a better understanding of how their interests can direct

their class choices for high school and college/career path. Three of 8 students or 37.5%


indicated agreement that after completing the Transitions to Work Inventory they have a better

understanding of how their interests can direct their class choices for high school and

college/career path. Two of 8 students or 25% indicated that they were unsure if after completing

the Transitions to Work Inventory they have a better understanding of how their interests can

direct their class choices for high school and college/career path.

Students were also asked to list any ways or changes to improve the discussions on IEP

and transition planning. Two of 8 students indicated that the discussions should begin earlier in

the year. Two of 8 students indicated that more work should be done with Multiple

Intelligences. It should be noted that the same two individuals listed these responses. Four of 8

indicated “none” or did not answer this question.

Field Notes and Anecdotal Records

Two students approached the science teacher to request additional accommodations for a

chemistry test that was scheduled to take place 3/15/10. The science teacher notified the Case

Manager of the requests, which included word banks, study guides and taking the test in an

alternate location. These accommodations were made for students. Team meeting records have

indicated increased discussion among students and in class discussions pertaining to learning

strengths and preferences. The Social Studies teacher indicated that her recent in class

discussion on an upcoming unit of study involving a variety of project possibilities, prompted a

class discussion on learning preferences and multiple intelligence. Three of the students from

this study were actively involved in the discussion with their peers; identifying various learning

styles and preferences for different projects.


Discussion of Findings

First, providing students with background information regarding their learning styles,

strengths and weaknesses provides students with empowering knowledge. They have a better

understanding of themselves as learners and understand the nature of multiple intelligences. All

students’ surveyed indicated agreement that providing the survey on multiple intelligences and

follow-up discussions helped them better understand their learning preferences. This knowledge

is also important as it relates to the accommodations provided within the student’s IEP.

Meeting with each student individually provides opportunity to begin the initial

discussions on what the IEP is, and have a better understanding of the accommodations and

services available to them in classes. Seven of 8 students or 87.5% had no knowledge of an IEP,

its process, or the services available through it. None of the students had attended an IEP

meeting prior to the discussions and the IEP transitions meetings scheduled in March 2010. The

majority of students surveyed, (75%) indicated that they had a better understanding of the IEP

after meeting with the Case Manager. One quarter of students, (25%) indicated they were

undecided if they had a better understanding of the IEP. All students surveyed, (100%) indicated

that they had a better understanding of the supports available to them in their classes after

reviewing and discussing the accommodations available to them. In addition, all students

indicated that they would ask for appropriate supports in their classes. This has been supported

by student requests for accommodations on a recent test in science class. This initial step is very

important in students gaining confidence in advocating their needs. It is anticipated that through


encouragement and coaching, these students will continue to ask for appropriate

accommodations to assist them in their classes.

In addition to the discussions on the IEP and its process, most students (7 of 8 or 87.5%)

agreed that completing the Transitions to Work Inventory helped them better understand their

preferences and learning style. The Transitions to Work Inventory is also assistive in helping

students begin to understand the connection between their overall interests and class choices and

possible academic/career path in high school. Here quarters of students, (75%) indicated that

they held a clearer understanding of this connection.

Students indicated their desire for further opportunities to better understand themselves as

learners, and how that impacts their function in classes. Two students indicated that the training

and discussions should begin earlier in the year. This would provide increased opportunities to

improve student’s skills in advocating their needs, and increase their confidence when

approaching staff.

Students also expressed interest in learning more about multiple intelligences and their

learning styles. Having this background knowledge is empowering for students, and also for

teachers. In addition, this interest confirms the observation during interviews and training

sessions that students were genuinely interested in their learning styles and how that impacts

their learning. Students appeared more animated and appeared pleased with the individual

attention received during the training sessions.

Limitations of the Study


All grade 8 transition IEP meetings occur in the spring, to work with the high school in

developing schedules of study for students. Because of this scheduling and the ultimate timing

of this study, the opportunity to observe students advocating their needs and requesting

accommodations to assist them in classes has been limited. If the training sessions, and data

collection for this study could have covered the remainder of the school year, there would have

been more opportunities for observation and further data collection and review.

Another limitation of this study was the size of the sample used in the study. Typically,

caseloads for special education students range from 15 – 25 students per academic year. Over

the course of the school year there may be adjustments to that number if students are discharged

as no longer requiring services or added if identified as needing special education services. This

year, the caseload dropped from 11 students in September to 8 students during the time of this

study and intervention. While all students on the caseload participated in the study, and provided

important information and data, having more students in the sample would have provided

additional information and data.

Significance, Implications and Applications of the Study

Transitioning from middle school to high school is an exciting time for students. It is a

time for students to begin discussing their class choices and become more involved in the

process of choosing appropriate courses. It is also a time of significant social/emotional

development. Students are interested in their learning styles and preferences, and how their

individual preferences impact their learning in their classes. In addition, there is an expectation


that students will become increasingly capable of communicating their needs to teachers, parents,

and peers.

Students identified with learning differences, social/emotional issues and other health

impairments are required by law to participate in their IEP/transition planning and meeting. This

study provides background information on transition planning and teaching students to better

advocate their needs, and an initial plan and method of providing meaningful discussions on

learning styles, interests, future goals, transition planning and communicating the necessary

accommodations to succeed in classes. Through the systematic delivery of discussions centering

on the IEP/transition process and each individuals learning styles and needs, students will gain a

better understanding of themselves and be more prepared for discussing future academic and

career goals in the future.

While this study focused only on those students with an IEP, all students would benefit

from learning about their learning styles and preferences. The increased awareness of their

interests and learning styles will better prepare them for future course choices and placement, as

well as assisting all students in preparations for the future and independent living in their career

of choice.

Further Research

There are many effective tools to initiate discussion on career and academic planning

with students. One example is Bridges; a computer software company offers a variety of tools

for students to explore careers, education, interests, and abilities (Bridges Transitions - High


School - Education and Career Planning, n.d.). Working together with the high school to further

develop a system for students to continue developing their knowledge of themselves, their

learning styles and communication would be beneficial. Additional research and analysis should

be conducted when the Learning Profile Inventories, and IEP/transition planning meeting occur

earlier in the year. There will be additional time to collect data on increased communication and

self-advocation. It would also be interesting to gather further information regarding students’

responses and communication/self-advocation once they have reached the high school setting.

ACTION PLAN

Actions in Progress

Students involved in the study have completed their IEP/transition meetings. Anecdotal records

and discussions in Team meetings have indicated that students continue to be interested in

connecting projects from their classes with their interest and skill levels. Teachers from Core

classes indicate that students’ interest in project activities that include a choice that has been

indicated as an interest area on their learning inventories has increased. Discussions are

continuing during Team meetings to determine a system to use during Focused Study times to

have all students participate in the Multiple Intelligence inventories and learning profiles. In


addition, the Transitions to Work survey, and the Multiple Intelligence inventory have been

adopted by the other Grade 8 Case Manager for use with students on her caseload.

Future Action

A system of developing a learning profile using the Transitions to Work Survey and

Multiple Intelligence Inventory will be completed at the beginning of the school year. Students

identified with special needs will begin discussions with their Case Manager in the beginning of

the school year. A description of the IEP document will be provided to students, including their

goals, objectives and accommodations for their individual classes. The training sessions on

IEP/transition development and understanding their learning styles and needs will be an ongoing

process. Students will be given the opportunity to ask for further training if they have questions.

The number of sessions for each student will be individualized. Providing this information to

students early in the school year will increase opportunities for students to develop skills to

advocate their needs in classes.

In addition to the training sessions on IEP/transition and learning styles, students

identified with special needs will participate in sessions to outline their learning profiles. The

screening tools were originally developed during the 2008-2009 school year by members of the

Core team of teachers for the Cluster. (Alther, 2009) Further development of the packets, with

additional information pertaining to standardized tests was completed in 2009. The information

gathered on standardized tests, multiple intelligence inventories and interest surveys can be


compiled and put on student learning profile sheets. The additional surveys and compilation of

information can occur with the Core teachers during Focused Study sessions.

All students in the Cluster participate in Focused Study sessions. In the beginning of the

school year these classes focus on getting to know each other and team building. The Learning

Profile Inventories and surveys will provide additional opportunity for team building, as well as

a chance for teachers to assess and better understand their students. Additional information can

be gathered through the Data Review Committee to include scores from the NECAP and NWEA

standardized tests. The information collected can be consolidated for each student to include test

scores, MI survey and interest information (Alther, 2009). All student information can be kept

together and used by teachers for grouping students, determining project options and project

choices for students.

As each identified student’s IEP/transition meeting date nears in the spring, additional

discussions will occur to determine initial placement and recommendations for placement in

classes in high school. Discussions will include students’ current interests, and projected course

selections dependent on future academic and career goals. Discussions will include their

learning style and class preferences, as well as methods to increase their discussion and

participation at their IEP meetings. As faculty and staff members from the high school will be

present, this is an opportunity for students to meet future staff, discuss needs and ask questions

about the classes they have been recommended for and the programs of study available at the

high school.

Student involvement and participation in their IEP/transition meetings is crucial in the

development of an appropriate academic plan development. The process of teaching students


about their IEP/transition plan documents should be an ongoing endeavor throughout the course

of their Grade 8 school year. Including opportunities for students to participate in Learning

Profile Surveys and Interest Inventories can assist students in better understanding their learning

styles and needs. Talking to students about their future career and academic goals can be further

developed through the use of transition planning tools such as the Transitions to Work Survey.

This tool, along with an understanding of the IEP document, accommodations and the relation to

their learning style will provide students with the necessary tools to advocate for their needs in

classes.

CONCLUSION

The research conducted on transition planning and the development of the IEP document

confirmed the need for a structured methodical format of delivery for students to understand their

learning styles, disabilities, the accommodation as available to them in classes and the

connection between the IEP/transition document and course selection in high school. Students

were engaged during the discussions about their learning styles and differences. The addition of

the Transitions to Work inventory provided an avenue to initiate discussions pertaining to their

interests and the relationship that plays to possible career paths and course selections for high

school. The Learning Profiles increased this knowledge base, which made it easier to discuss

their overall learning styles and needs. In turn, these discussions more readily prepared students


for their IEP/transition meetings and provided the background information necessary for them to

better advocate their needs for accommodations in classes.

In addition to developing a more standard approach to teach students about the IEPs and

transition plans, this study provided insights in developing students’ awareness of their learning

styles and interests, and the overall relationship between their interests and course choices for

high school and beyond. This insight moved me toward considering the addition of the learning

profiles for students. Developing these profiles not only provided the students with a better

understanding of them, but also, provided me with alternatives for differentiating instruction for

these students. Further, working with each student and having these discussions provided an

opportunity to establish a closer relationship. Students genuinely appeared to appreciate the time

and efforts involved with developing the learning profiles, inventory and discussing their

academic needs and desires for the future.

While this study focused on students identified with specific learning differences or

emotional or other health issues the strategies for providing background information on learning

styles, interests and preferences would benefit all students. Having this background foundation

would assist students as they transition from middle school to high school. This knowledge

would help them determine appropriate course selections in high school and better understand

course recommendations from teachers. Having knowledge and information on learning styles

and preferences will assist all students in better communicating their needs and interests in their

classes and enhance the overall experiences in their academic careers in preparation for

independent living and career goals.


Providing students with opportunities to better understand themselves as learners, and

how to better communicate their needs and interests will assist them in their academic career and

prepare them for more independent lives beyond the classroom. Providing each student with an

inventory linked to interests beyond the classroom will provide information for them to consider

when planning for their classes in high school and beyond. In addition, providing opportunities

for teachers to gather information on student preferences, interests, and needs allows for targeted,

differentiated instruction in lesson planning.

I look forward to continuing to develop a systematic method of reviewing information on

learning styles with students, discussing their plans for the future and assisting them in better

understanding themselves as learners; their needs and how to communicate those needs

effectively. My colleagues are open to initiating this system in our advisory classes next year.

This will provide more opportunities to develop the learning profiles, and assist all students with

the transition to high school and begin considering their plans.

REFERENCES

Alther, M. (2008). Learning Profile Inventories. Unpublished manuscript.

Ankeny, E. M., Wilkins, J., & Spain, J. (2009). Mothers’ Experiences of Transition Planning for

Their Children With Disabilities. TEACHING Exceptional Children, 41(6), 28-36.


Birmingham Grid for Learning - Multiple Intelligences. (n.d.).

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/index.htm

Bridges Transitions - High School - Education and Career Planning. (n.d.).

http://www.bridges.com/us/prodnserv/educareerplan_hs.html

Cauley, K. M., & Jovanovich, D. (2006). Developing an Effective Transition Program for

Students Entering Middle School or High School. The Clearing House: A Journal of

Educational Strategies, Issues and Ideas 1(80), 15-25.

Cohen, L. G., & Spenciner, L. J. (2009). Teaching Students with Mild and Moderate Disabilities,

Research-based Practices (2nd ed.). Upper Saddle River: Pearson.

Harwell, J. M. (2001). Complete Learning Disabilities Handbook (2nd ed.). San Francisco:

Jossey-Bass.

JIST Publishing, (2008). Transitions to Work Inventory [Self-assessment career exploration

tool]. Unpublished instrument. Retrieved from http://www.jist.com/shop/web/online-

assessments/tests-available/twi-online

Konrad, M. (2008). 20 Ways to Involve Students in the IEP Process. Intervention in School and

Clinic, 43(4), 236-239. Retrieved from

http://0-dx.doi.org.lilac.une.edu/10.1177/1053451208314910

Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., & Woods, L.

L. et al. (2006). Direct Observation of Teacher-Directed IEP Meetings: Establishing the


Need for Student IEP Meeting Instruction. Council for Exceptional Children, 72(2), 187-

200.

Test, D. W., & Neale, M. (2004). Using the Self-Advocacy Strategy to Increase Middle Graders’

IEP Participation. Journal of Behavioral Education, 13(2), 135-145.

Test, D. W., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W. M. (2004). Student

Involvement in Individualized Education Plan Meetings. Exceptional Children, 70(4),

391-412.

Williams-Diehm, K. L., & Lynch, P. S. (2007). Student Knowledge and Perceptions of

Individual Transition Planning and It’s Process. The Journal for Vocational Needs

Education, 29(3), 13-21.


APPENDICES

Appendix A: Parent Permission Letter

Mary Lou Alther

Keene Middle School

17 Washington Street

February 14, 2010

Dear ,

Students are getting excited about hearing about classes available at the high school. There are so many wonderful opportunities. I will be meeting with each student on my caseload individually to review recommendations for classes and work on tentative course selections for next year. These course selections will be further discussed at students’ transition meetings with the high school – which are planned for the month of March 2010.

In addition to working here at Keene Middle School, I am completing my Master’s Degree. Part of that process is the completion of an Action Research project. The purpose of Action Research is to identify an area of instruction or practice and improve on its implementation and results. I chose the area of Transition Planning to research. Transition planning is important for students as they move into high school. Considerations for class placements and learning styles are important for students to take advantage of all of the supports and opportunities available to them. History has shown that many 8th grade students have minimal background knowledge pertaining to their IEPs, and, as such, do not advocate for accommodations and supports.

While my participation and planning with each student will not change, I would like to collect data on students’ knowledge of the IEP and transition, and impressions after we review the process, planning and the meeting. The data collected will be used as part of my Action Research project, and will provide valuable information for me to improve the transition process for students and their ability to advocate their needs. All information pertaining to students’ IEP, identity and programming will remain confidential. My professor at the University of New England, the Special Education Department at KMS and the administration at KMS have approved of this research project. I am asking for your permission to use the information as part of my graduate studies. I have attached the rating survey that students will be given after the


transition development. In addition, I will be asking students’ for their permission to include their responses anonymously in the study.

Please review the attached survey and return the permission to me. I have enclosed a stamped/addressed envelope for your convenience. I appreciate your consideration. Please contact me with any questions you may have at (603) 357-9020, Ext. 231.

Sincerely,

Mary Lou Alther

Gr. 8 - Spec. Ed. Cluster E


Appendix B: Parent Permission Form

Permission for Student Participation

Yes! I give my permission for ________________________________________ to participate

in the survey questions as part of the Transition Planning process. I understand that all of the

information from the surveys will remain anonymous. Further, I understand that all information

related to my son/daughter’s IEP, identifying information and learning differences will remain

completely confidential.

_________________________________

Parent signature

_________________________________

Date


Appendix C: Student Permission Form

Student Permission Form 2/2010

Student Consent Form

Mrs. Alther has explained the survey questions to me. I understand that this survey is to provide

information on my understanding of the IEP and the transition process. I also understand that

none of the information in my IEP or information about my classes, and learning style will be

shared with anyone, except me and my family. Mrs. Alther will review my responses with me

and I can have a copy of the surveys when I have finished them if I choose to.

_____________________________________

Student

_____________________________________

Date

_____________________________________

Mary Lou Alther

Special Education Grade 8

Cluster E


Appendix D: Informal Interview Form

Informal interview questions

Student: __________________________________Date:________________________

(Initials only)

Have you ever heard of an Individualized Education Plan? Expand as needed.

Have you ever participated in an IEP meeting?

Discussions on your specific learning style?

Strengths – How do you think you learn the best? What are your preferences for activities and projects?

Weaknesses – What are your least favorite academic activities?

Have you ever approached teachers/staff with accommodations to assist your learning?


Appendix E: IEP/Transition Training Rating Survey

IEP/Transition Training Rating Survey Date:

Please respond to the following items by drawing a circle around the response that most closely reflects your

opinion:

SA – strongly agree A-agree U – undecided D – disagree SD strongly disagree

1. Completing the Multiple Intelligence on-line survey has helped me understand my learning preferences.

SA A U D SD

2. I have a better understanding of my Individual Education Plan after meeting with my Case manager.

SA A U D SD


3. Reviewing my accommodations and supports on my IEP helps me understand the kinds of assistance I can

request in my classes.

SA A U D SD

4. I will ask for the appropriate supports in my classes.

SA A U D SD

5. Completing the Transitions to Work Inventory helped me understand my interests and learning style.

SA A U D SD

6. After completing the Transitions to Work Inventory, I have a better understanding of how my interests can

direct my class choices for high school and career/college path.

SA A U D SD

7. List any changes or ways to improve our discussions on IEPs and transition planning.


Appendix F: IEP/Transition Training Rating Survey Data

SA – strongly agree A-agree U – undecided D – disagree SD strongly disagree

Total Student Sampling – 8 students

1. Completing the Multiple Intelligence on-line survey has helped me understand my learning preferences.

Strongly Agree


Student Responses

3 5 0 0 0


37.5% 62.5% 0 0 0

2. I have a better understanding of my Individual Education Plan after meeting with my Case Manager.

Strongly Agree


Student Responses

0 6 2 0 0


0 75% 25% 0 0

3. Reviewing my accommodations and supports on my IEP helps me understand the kinds of assistance I can request in my classes.

Strongly Agree


Student Responses

0 8 0 0 0



0 100% 0 0 0

4. I will ask for the appropriate supports in my classes.

Strongly Agree


Student

Responses3 5 0 0 0


37.5% 62.5% 0 0 0

5. Completing the Transitions to Work Inventory helped me understand my interests and learning style.

Strongly Agree


Student Responses

0 7 1 0 0


0 87.5% 12.5% 0 0

6. After completing the Transitions to Work Inventory, I have a better understanding of how my interests can direct my class choices for high school and career/college path.

Strongly Agree



Student Responses

3 3 2 0 0


37.5% 37.5% 35% 0 0

7. List any changes or ways to improve our discussions on IEPs and transition planning.

Responses included:

This should start earlier in the year. (2 responses)

More work with Multiple Intelligences (2 responses)

None or Nothing (4 responses)



Documents

Increasing Self Advocacy Through Instruction of the IEP ...€¦ · Web viewThe research project involved 8 students receiving special education services in a middle school setting