How to Help Students Lead Their IEP Meetings
...tudent will need aid in completing. There are many ways to accomplish this goal, but which is best for the student will have to be determined by the right people. With that being said, the article has laid out a method which has be proven to work if the method is used correctly with the students interests in mind. The method is a simple concept. It is as follows: set up student and teacher sessions to discuss the IEP process to the student, and explain to the student what they will be doing during the meeting. The first meeting is a general overview meeting. During the first session teachers need to introduce information on IDEA and the students rights to both and IEP and a transition plan, plus their rights to other accommodations. Personally, I feel that it might not be a bad idea to invite the parents to this session and because they might not fully understand everything the law says or has to offer. But, I also feel that it would be a good idea to invite the child’s parents to every session as well as the final IEP meeting. During the second session, assuming there already is an IEP in place, the student and teacher read sections from the students IEP. They then discuss parts that the student dislikes or has questions about. Personally, I think this is a great idea. What better way to have a student understand what the teachers’ goals are then to have the student read them and be able to ask questions on them. The third session’s main goal is to accumulate a list of the “student’s strengths and needs.” Along with feedback from parents, other teachers a new list of goals is developed. Accommodations and other concerns are also discussed during this time. The article places session four and five together. Personally, I think the way the sessions are broken down are a little silly. I say this because the conversation or description of any of these topics could go on forever. To place a limit on the conversations and learning of the student isn’t fair or realistic. I think the number of sessions will vary for a couple of reasons. One is that if this isn’t the student’s first time leading an IEP meeting the hope is they will be more familiar with the process and will not need the extra sessions. Nevertheless, sessions four and five deal with the teacher and student reviewing the new set of proposed goals and the effectiveness of the accommodations that will be used in each class. “To promote student involvement, other students who have previously participated in student led IEP meetings may model how to lead a meeting.” To me personally, I feel this is a great idea because it is benefiting both students. The one student is getting the experience teaching or modeling for the other student who doesn’t have to listen to a teacher for once. The last and final session, before the student is ready to lead their own IEP meeting, is basically a dress rehearsal. Often the teacher will video...