By Jason Krasnow
Q: What does the Individuals with Disabilities Education Act (IDEA) say about student involvement in the IEP process?
A: The IDEA requires that students aged 14 and older be invited to attend their IEP meetings. Younger students do not need to be invited or participate, but they can, depending on their individual circumstances. In general, engaging students in the IEP process leads to better outcomes, and students should attend their IEP meetings whenever possible.
Q: Why is student participation in the IEP process important?
A: The services delivered and goals set during the IEP process affect the student’s life for years or decades to come. Participation reinforces their role as the main stakeholder in their own education, helps them better understand their disability, and involves them in the goal setting process. It also helps build collaborative skills which will help the student succeed in further education, employment, and daily life. Students who can self-advocate at their IEP meeting are more likely to self-advocate in other areas, an essential skill as they move toward adulthood.
Q: How old must a student be to take part in the IEP process?
A: The IDEA does not set a minimum age for a student to be invited to take part in their IEP meetings, but experts recommend that participation start in 4th grade or later. Each student’s specific abilities, needs, and desire to participate should shape their involvement. It is important to remember that early participation gives students more time to develop skills for an active role in their transition planning. This will be a critical part of the IEP process as they move toward adulthood.
Q: How does student participation in the IEP process change as the student gets older?
A: The age to remember is 14. Once they turn 14, students must be invited to the meeting (remember, they are not required to attend). Well before age 14, they can provide input either before or during the IEP meeting, answer questions about their needs and wants, and help design their own goals and accommodations.
For elementary school aged students, structured questions about their likes, dislikes, interests, strengths, and challenges can be used to gather information. For older students, those questions can become more sophisticated and invite more direct input (e.g., “What supports do think could allow you to be more successful in math class?,” “Is it helpful for you to have test questions read out loud to you?”)
High school aged students may benefit from role play or structured practice with a trusted teacher or parent. Some high school students are encouraged to lead the IEP meeting, helping them build vital self-advocacy skills and learn to request accommodations — a skill they will need in college or the workplace.
Q: How can parents and teachers help prepare the student to take part in the IEP meeting?
A: The most important preparation for a student’s IEP meeting is positive, continuous support for their participation. Students should be active participants in their meetings, not bystanders. Parents and teachers can support students’ participation by explaining the meeting format and helping the child prepare statements or notes in advance. Whenever possible, the student should review the IEP document itself before attending the meeting. If a student feels that they will struggle to attend the entire meeting, allowing them to arrive later or leave earlier can ensure that they receive the chance to attend without exhausting them. When students feel comfortable and supported, they are more likely to make effective contributions and develop the skills they need to self-advocate.
Some specific ways students can participate include:
- Introducing themselves and other participants in the meeting
- Explaining the meeting’s purpose and specific goals
- Sharing information from assessments or other sources
- Discussing their strengths, interests, and any areas where they want to improve
- Evaluating objectives for the future
- Concluding the meeting
Q: How can students with severe and complex disabilities take part in the IEP meeting?
A: Students with severe and complex disabilities can and should take part in the IEP process to the best of their ability. They might, for example, address their needs, preferences, and strengths without getting involved in the formal proceedings of the meeting. If a student struggles with in-person responses, they can create a written script to read aloud, either alone or with support. The level of student involvement and parent interpretation will depend on the nature of the student’s disability and the assistive tools available.
For example, students with more severe disabilities might:
- Introduce only themselves rather than all participants
- Receive help preparing a statement of their strengths and interests before the meeting
- Use others’ explanations and summaries to comment on parts of the IEP they have trouble understanding
- Attend only the portions of the meeting to which they want to contribute
- Provide statements, thoughts, or ideas for someone else to read if they are unable to attend the meeting in person
- Smile, gesture or hold up a card to show agreement or disagreement with suggestions during the IEP meeting.
The most important thing is that they participate however possible. Even if a student’s disabilities make full participation in a formal meeting difficult, they should receive the opportunity to provide input and be involved in the process.
Q: What happens when a student does not want to be part of the IEP process?
A: Students who do not want to be part of the IEP process are not required to do so, but it is a good practice to learn more about why they do not wish to be involved. Engagement at any level can allow a student’s voice to be heard even when they feel that they cannot attend the meeting in person. If a student is over 14 years old, though, New Jersey law states that they must be invited to participate in the transition planning portions of their IEP meetings, and experts strongly recommend it.
At all ages and ability levels, parents, teachers, and others in a student’s life should encourage their participation as much as possible. A growing body of evidence suggests that students’ involvement in the IEP’s design and implementation leads to better outcomes for all involved and develops critical skills for their future.
