# data[].attributes.body
There are many reasons that the rationale of student-led IEP's are important. According to Hawbaker (2007), "preparing students to lead their IEP meeting provides a perfect, real opportunity to learn and practice these critical life skills, as well as many other related skills (see Table 1), many of which are likely related to district or state standards" (Student-Led IEP Meetings: Planning and Implementation Strategies). Allowing a student to lead their own IEP meeting will provide them many social and life skills to incorporate into their lives as they grow into adulthood.

# data[].attributes.body
So what is the rationale behind a student-led IEP? During my research I have found that "Student-led Individualized Education Programs (IEPs) allow students with disabilities to take a meaningful role in the special education planning process. Students who actively participate throughout the IEP and/or transition planning process are more likely to be engaged in school and successfully achieve their goals" (CADRE site, 2025) is the best way to put it. By allowing our students to participate, contribute and have control within their education, especially with an IEP, we are giving them the autonomy to help direct how their educational career goes. Student's deserve a say.

# data[].attributes.body
Self determination when it comes to a student-led IEP could mean so many different things. As I researched through my sources I came across the statement, "Wehmeyer (1992) defines self deter-

mination as “acting as the primary causal

agent in one’s life and to making choices re-

garding one’s actions free from undue exter-

nal influence or interference” (p. 305). Our students being able to contribute to their own education through being able to be one of their own advocate's, will allow them to grow more as an individual.

# data[].attributes.body
The student that I got to interview is named Emalie. She is in 12th grade and 18 years old. She is planning to attend Mount Union in the fall to work towards a bachelor's degree in special education/general education. Emalie is diagnosed with Dyslexia so her IEP focuses mostly on reading and writing. Emalie shared with me that she began to struggle with her reading and writing in second grade, however, it took until 7th grade for her to finally get an IEP. She shared with me that finally having the IEP helped her so much more in school and that she is comforted in knowing that her IEP will transfer to Mount Union to further support her throughout her college career. She hopes to become a special education teacher and help children the way that she was helped to succeed.

# data[].attributes.body
Chatting with Emalie was such a wonderful experience because of how passionate she is about becoming a teacher that helps students the way she was helped. I could see in her how frustrating it was to have waited so long to have an IEP put into place and she appears determined to be sure that this does not happen to her own future students. Emalie is a very passionate, creative and driven young lady. I am looking forward to seeing how she grows as she continues into her college career and beyond!

# data[].attributes.body
To support Emalie in the process of being able to lead her IEP meeting, I first provided her with resources about Dyslexia and the research behind what a student with dyslexia may need that were similar to her own. Upon completion of this research and resource retrieval, we would then sit down and look over her current IEP. We would go through this to break down, step-by-step what an IEP truly is doing for a student. Using her own IEP as a way to connect to the true meaning of what an IEP is. I would then transition into explaining, providing the proper literature and allowing a conversation about IDEA and what her rights are. It is stated in the Self-Determined Power Point (2025) that "Part of being self-determined is understanding your rights and responsibilities including IDEA 04 vs. ADA (entitlement vs. eligibility)". It is unfortunate how true this is, but is important to be taught to allow them the proper knowledge going into these meetings.

# data[].attributes.body
Eamlie shares that her strengths include, but are not limited to, communication. She is very good at socializing with other people—she will meet people easily, and feels like she helps others around her feel comfortable. She also excels in sports; she competes in volleyball and track and field.

# data[].attributes.body
Emalie's biggest areas of growth are within reading comprehension and writing. She has struggled with this most of her life as previously stated. Some of her goals include:

Writing-will use a proofreading checklist to revise their own writing, correcting capitalization and punctuation in 3 out of 4 assignments.

Comprehension-Given explicit instruction, guided practice, and the use of comprehension strategies (e.g., summarizing, questioning, annotating), Emalie will improve reading comprehension by accurately identifying the main idea, supporting details, and making inferences from grade-level texts with 80% accuracy in 4 out of 5 trials, as measured by teacher-created assessments, comprehension questions, or reading response logs, by the end of the IEP period.

These goals have been put into place to allow the best possible support for Emalie within these areas of need.

# data[].attributes.headline
Accommodations, Modifications, Services and Related Services, Oh my!

# data[].attributes.subject
Accommodations, Modifications, Services and Related Services, Oh my!

# data[].attributes.body
When it comes to accommodations and modifications that Emalie needs, she shared that she needs:

Extra time

Small group testing environment

Tests read aloud

Co teacher in my core classes

She shared with me that these are the contributions that help her succeed the most in her educational journey as well as having an intervention specialist as her core classes teacher's, co-teacher. This allowed her to have ample support within her general education classroom. She also received testing services such as being pulled out, extra time and preferential seating/sensory support for sound. She also revived OT for a while, but has since graduated from the need to have these services.

# data[].attributes.body
We have determined that Emalie is a great communicator and sharer. To play to her strengths during this meeting, she will be using her own voice, as well as work samples to show to everyone what she needs and why. Her ability to communicate and education others on her disability will be her largest strength.

As for weaknesses, Emalie often second guesses her choices instead of trusting herself to know what she may need. This will be her greatest weakness while navigating to have this student-led IEP meeting. Allowing her to take some time to think through what she is wanting to say so she can properly articulate what she would like for herself.

When it comes to her accommodations, modifications, services and related services, Emalie will prep for the meeting by going over them with me to feel confident in what she is sharing with everyone. We will go over the plan daily for 20 minutes a day. Emalie will also will practice with me by facilitating a mock IEP meeting to help her feel more confident and comfortable in the actual meeting. Each of these actions will allow support for any services, as well as to play into her strengths and motivate her weaknesses.

# data[].attributes.body
To help Emalie play into her strengths and weaknesses during the meeting, she and I will have created a facial expression to allow her to signal to me that she is feeling like she is struggling with what she has to say. In these moments, I will silently encourage her through deep breaths. She will also be able to utilize some for the coping skills we talked about to allow herself to be able to regulate during the meeting.

Emalie is such a helper and social person that one of the things she will do during the meeting is smile, laugh and make eye contact to show how serious she is.

As for services, related services and otherwise, Emalie will touch on the topic to show that she knows she was provided them at one point throughout her educational journey, but that is no longer in need of them due to her success.

# data[].attributes.body
Emalie is going to have questions and want to feel confident in what she is saying. Allowing us to break down one of her current IEP's is allowing that to happen. She will have a copy of her IEP in front of her with highlighted points of topic to address for herself. Her expectations will be to be on time, dressed appropriately and above all, be confident in what she deserves.

# data[].attributes.body
After the meeting is over, Emalie will be able to stay back and share with me how she thought the meeting went. She will also share the negatives, too, but overall, use her lessons as a turning point for herself. Emalie will also follow up with a thank you email to the team for giving her the space to advocate and run her own meeting to allow those skill to develop.

# data[].attributes.body
As of right now, the biggest transition plan is having the IEP transfer to Mount Union. That being said, she will be calling to check in with the testing department, education department and so on to be sure she has proper info of people to contact. Emalie will then be calling her professors to allow herself transparency as well as accommodations she may need throughout the duration of her time there. She will spread the word of dyslexia awareness and be sure to continue to let professor know that she is dyslexic and to please challenge her still. We will also go over the resources I have found for her if she ever needs that support during college. This will connect her with people and agencies that are amazing at supporting people with disabilities. It as stated in one of my articles "It is important for students to be involved in their IEP because they need to know what they need. By identifying their own strengths and weaknesses, they are better prepared to achieve their goals".

– Rossana Mahvi, Director of Specialized Instruction at Two Rivers" (Two Rivers Learning Institute, 2025)

# data[].attributes.body
Hawbaker, B.W. (2007). Student-led IEP meetings: Planning and implementation strategies.TEACHING Exceptional Children Plus, 3(5) Article 4. Retrieved [date] from

http://escholarship.bc.edu/education/tecplus/vol3/iss5/art4

Two Rivers Learning Institue. 2025. Retrieved from: https://learn.tworiverspcs.org/our-approach/instructional-practices/student-led-individualized-education-programs/

I'm Determined. (2025). Retrieved from

https://www.imdetermined.org/tool/student-led-iep/

Center for Appropriate Dispute Resolution in Special Education. (n.d.). Student-led IEPs - District of Columbia. CADRE. Retrieved April 19, 2025, from https://cadreworks.org/cadre-continuum/stage-i-prevention/participant-stakeholder-training/student-led-ieps-district ​

# data[].attributes.attachment_link.readable_text
Traditionally, individualized education programs (IEPs) for students with disabilities are developed and carried out by adults. At Two Rivers, we believe that student-led IEPs are meaningful opportunities for students with disabilities to take leadership roles in the creation and implementation of their plans.

Student-led IEPs exist on a continuum from minimal student involvement to student leadership throughout the process. Students at every grade level are capable of participating in some form in the process of defining their education plan.

By helping to create and implement their IEPs, students become better advocates for themselves and take greater ownership over their learning. Consequently, they are more likely to stay invested in their education and achieve their educational goals.

# data[].attributes.attachment_link.title
Student-Led Individualized Education Programs - Two Rivers Learning Institute

# data[].attributes.attachment_link.description
Traditionally, individualized education programs (IEPs) for students with disabilities are developed and carried out by adults. At Two Rivers, we believe that student-led IEPs are meaningful opportunities for students with disabilities to take leadership roles in the creation and implementation of their plans.