Effects of the self-directed IEP on student participation in planning meetings

Remedial and Special Education

Volumn 27, Issue 4, 2006, Pages 194-207

  Arndt, Sandra A ^a   Konrad, Moira ^b   Test, David W ^c  

^a Iredell Statesville Schools   (United States)

^b OHIO STATE UNIVERSITY   (United States)

^c UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33747063854     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/07419325060270040101     Document Type: Article

References (20)

1. Agran, M., Blanchard, C., & Wehmeyer, M. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351-364.
2. Agran, M., Snow, K., & Swaner, J. (1999). Teacher perceptions of self-determination: Benefits, characteristics, and strategies. Education and Training In Mental Retardation and Developmental Disabilities, 34, 293-301.
3. Allen, S., Smith, A., Test, D. W., Flowers, C., & Wood, W. M. (2001). The effects of Self-Directed IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107-120.
4. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
5. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq.
6. Kennedy, C. H. (2005), Single-cane designs for educational research. Boston: Pearson Education.
7. Lovitt, T. C., & Cushing, S. S. (1994). High school students rate their IEPs: Low opinions and lack of ownership. Intervention in School and Clinic, 30, 34-37.
8. Martin, J. E., Marshall, L. H., Maxson, L., & Jerman, P. (1997). Self-directed IEP. Longmont, CO: Sopris West.
9. Martin, J., Mithaug, D., Cox, P., Peterson, L., Van Dycke, J., & Cash, M. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Council for Exceptional Children, 69, 431-447.
10. Powers, L. E., Turner, A., Matuszewski, J., Wilson, R., & Phillips, A. (2001). TAKE CHARGE for the future: A controlled field test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-103.
11. Snyder, E. P. (2002). Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings. Behavioral Disorders, 27, 340-357.
12. Snyder, E. P., & Shapiro, E. S. (1997). Teaching students with emotional/ behavioral disorders the skills to participate in the development of their own IEPs. Behavioral Disorders, 22, 246-259.
13. Test, D. W., Mason. C., Hughes, C., Konrad, M., Neale, M., & Wood, W. M. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391-412.
14. Thoma, C., Rogan, P., & Baker, S. (2001). Student involvement in transition planning: Unheard voices. Education and Training in Mental Retardation and Developmental Disabilities, 36, 16-29.
15. Van Reusen, A. K., & Bos, C. S. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60, 466-475.
16. Wall, M. E., & Dattilo, J. (1995). Creating option-rich learning environments: Facilitating self-determination. The Journal of Special Education, 29, 276-294.
17. Ward, M. J. (1988). The many facets of self-determination: NICHY transition summary. National Information Center for Children and Youth with Disabilities, 5, 2-3.
18. Wehmeyer, M., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of self-determination and student directed learning. The Journal of Special Education, 34, 58-68.
19. Wehmeyer, M., & Schwartz, M. (1998a). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 3-12.
20. Wehmeyer, M. L., & Schwartz, M. (1998b). The self-determination focus of transition goals for students with mental retardation. Career Development for Exceptional Individuals, 21, 75-86.