Date of Award

12-8-2008

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Vicki L Olson

Second Advisor

Christine Peper

Abstract

At age 14, students in special education are expected to participate and contribute to decisions concerning their Individualized Education Plan (IEP) yet most do not understand the IEP. Nor do they understand how the IEP process works. This study is an effort to see if student participation in the IEP can be influenced by the direct teaching of the IEP process to the student before the IEP meeting. The study follows one student from the beginning of the IEP instruction through his IEP meeting and ends with his transition meeting into high school. The findings show that the student increased his level of participation at both his IEP meeting and his transition meeting. Direct teaching of the IEP process not only increased participation in the IEP but also affected the student's comfort level and self-advocacy.

Identifier

SC 11.MAE.2008.Henderso.JK

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