January is often the start of Annual IEP reviews in the public school systems. Students who are in 5th grade and above should be part of this process. Even though the student is the key player, he is often the one left out. First, he should be invited to the Annual Review IEP meeting, along with his parents and the professionals who support him at school. Ideally, the middle or high school student should be the one who is inviting the participants. Though federal mandates have forms that must be sent out to parents, the student could build his self-advocacy skills, by going to each teacher and informally inviting them to participate in “his” IEP meeting.
Second, the student should be an active participant in the IEP meeting. If the school is not willing to support the student in this process, then parents should be the ones to help the student script questions and/or dialogue for the meeting. The student could report on his academic progress, including the IEP objectives, what and who is helping him, his plans for continued success or improvement, who or what else he needs to support him, and suggestions for added or deleted goals on the IEP.
IEP involvement can increase self-advocacy skills, self-esteem, and self-confidence. With increased level of participation each year, by high school the student should be leading his own IEP meeting. This will be a stepping stone to becoming a confident self-advocate in college, employment, and the social realm. Teaching and practicing self-advocacy is one of the services offered by Ruth Brodsky Consulting, as part of the college search process. Check out the website at www.ruthbrodskyconsulting.com.
