Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction

TLDR

The 1997 reauthorization of the Individuals with Disabilities Education Act called for increased student involvement in individualized education program meetings. The study aimed to determine the extent of student involvement in educational planning by observing 109 middle and high school IEP meetings. The study observed 109 middle and high school IEP meetings, with 90 % of participants completing a post‑meeting survey. The study found significant role‑based differences in meeting participation, with teachers dominating 51 % of observed intervals, families 15 %, and students only 3 %; students also scored lower on IEP knowledge and rarely exhibited leadership, underscoring the need to teach them effective participation skills.

Abstract

The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) called for an increase in student involvement in individualized education program (IEP) meetings. To determine the extent of student involvement in educational planning, this study observed 109 middle and high school IEP meetings; 90% of the participants completed a postmeeting survey. There were statistically significant differences by role between those present throughout the meetings, and those who participated intermittently. Special education teachers talked 51% of 17,804 observed 10-s intervals, family members 15%, general educators and administrators 9%, support staff 6%, and students 3%. Students seldom exhibited leadership behavior, and scored significantly lower on IEP meeting knowledge questions compared to other meeting participants. The results from this study support research suggesting that students need to be taught effective meeting participation skills to enhance participation by all parties and result in more effective transition IEPs.