It seems like Student-Led IEP is a buzz word going around special education right now. I’m not sure who decided this was a new thing, but to me it has been part of my students’ transition goals since I was a student-teacher, writing IEPs for mentor teacher. It seemed to me the obvious first transition goal, since most students don’t yet know what they want to be career-wise and will likely change it multiple times. Why not instead have a goal that is more applicable to the students’ current needs, like say… understanding and participating in the meeting they are now required to attend?
My students actually really love their annual review. Last year, I even had one 8th grade student write her entire IEP with no more assistance than my supervision to make sure she included everything and placed it under the correct section. While my students tend not to lead the actual meeting, they do write at least a section of the IEP with or without my help. I also require them to do the introductions at the beginning of the meeting and read the transition section of the IEP.
I have had many administrators ask me how I prepare my students to do this. The secret is that every student keeps a copy of their IEP with them and we refer to it constantly to discuss what helps them and what they have a right to ask for in regular education classes. I also made up a packet that takes the students through the IEP sections step by step. You can see it here.
My students really like that they get a say in their accommodations and even their goals. They are much more motivated to achieve goals they wrote themselves, and they are more comfortable advocating for accommodations when they understand the why and the how of them (and that it is a legal requirement to fulfill them!).