Children want responsibilities. No, they really do. They may complain for a while, but the truth is that having a “job” helps them feel important and empowered. One of the responsibilities that children should have is a sense of involvement in their education. Making choices and building their own goals when it comes to education gives students the motivation they need to flourish in school. Which is why it is important that parents try to get students as involved as possible in the IEP process.
The student is the one being discussed and should be involved. It will also prove helpful to the IEP team to get the student’s input on what needs to be done to improve the learning process. The student may be having trouble in an area that you never noticed; this meeting may help flesh these problems out.
Before the meeting, you should explain the purpose of this meeting to the student. The people on the team are expected to look out for the student’s best interest and all work together to discover the best way for the child to learn. Let the student know that this is an example of teamwork (a concept enforced by practically every classroom in the United States). The IEP meeting is a chance for students to tell their teachers about any difficulties they are having in school and any changes they want made; they should take advantage of this opportunity. You can sit down with your child and make a list of what he/she wants addressed at the meeting – personal goals and interests, what they feel their limitations are, and how they want to work past these limitations. Let the student know that this is ultimately his/her meeting.
During the meeting, it is helpful to create an informal, relaxed atmosphere so as not to scare the student. Bringing it to a less professional level will make the student comfortable and help facilitate discussion. Make it a point to really listen to everything the student says so he/she is aware that this meeting is about and for him. Most kids love to talk about themselves and this is a perfect way to help them learn how to verbally express themselves in a positive way.
When students turn 16 years old, they must come to IEP meetings, especially meetings that discuss transitioning. Making the move from high school to higher education, or employment, can be very overwhelming. It is important to start thinking about this transition early on and begin planning. This will not only aid in their transition development process, but also lessen any anxiety they may experience upon graduation.
Just as the parent is able to take home the IEP and think about it before signing, the student has that same right. If he feels any concern, he is welcome to express it and come up with alternative solutions that he thinks would work better. After the IEP is signed and ready to implement, make sure the student has a copy for himself so he feels just as informed and included as everyone else.
Self-advocacy can really build a person’s self-esteem and leadership skills, especially if it is done at a young age, since it includes taking charge of your life and making a difference. Having students attend their own IEP meeting is definitely a form of self-advocacy, as the student is practicing self-representation and has some form of control over what is said and done to improve his/her life.
Students as self-advocates