Student Led IEP's

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 15, 2025
Self-determination is a critical skill set within the Expanded Core Curriculum (ECC) for students who are blind or visually impaired. One effective way to foster self-determination is by encouraging student-led IEPs (Individualized Education Programs). When students take ownership of their educational planning, they build confidence, communication skills, and a deeper understanding of their goals and accommodations.
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The level of student participation in the IEP process will vary depending on factors such as:
  • The student’s age and maturity
  • The presence of additional disabilities
  • The student’s communication skills
  • The level of support and preparation provided
  • The student’s motivation and interest in being involved

Encouraging Student Participation

According to IDEA, students age 14 and older must be invited to their IEP meetings if transition goals will be discussed. However, all students should be encouraged to participate in some capacity, even before age 14. Participation helps them understand their strengths, needs, and rights—and how to advocate for themselves.
Since IEP meetings can be intimidating, especially when attended by multiple educators and administrators, it's important to help students understand:
  • The purpose of the IEP meeting is to support their learning and success.
  • They have a voice and a right to share their experiences, goals, and concerns.
  • Preparation helps them feel confident and valued.

​Strategies for Supporting Student-Led IEPs

Here are ways to meaningfully involve students in their IEP planning and meetings:
  • Choose a communication format that suits them. Encourage students to select a medium for presenting their progress and goals. Options may include:
    • A PowerPoint or Google Slides presentation
    • A video message
    • A written report or Word document
    • A Braille or large print document
    • Work samples or a portfolio of achievements
  • Introduce themselves. Practice with the student ahead of time so they can introduce themselves to team members at the start of the meeting.
  • Identify strengths and growth areas. Support the student in making a list of their strengths, areas they enjoy, and at least one area they’d like to improve. Encourage them to collect supporting examples or documents (e.g., grades, teacher feedback, or project samples).
  • Present current performance. Help the student write or prepare an oral summary to share at the beginning of the meeting. This can help guide the discussion of present levels of performance in a student-centered way.
  • Speak up about needs. Encourage the student to describe challenges they’re facing and to request support or accommodations that would help them succeed.
  • Sign the IEP. The student should be given the opportunity to sign the IEP as a participating member of the team. This simple act reinforces ownership.
  • Track IEP goals. Teach the student how to monitor their own progress toward their IEP objectives. This could include:
    • Daily or weekly check-ins
    • A goal-tracking chart
    • A reflection log where the student explains why they did or didn’t meet a goal on a given day
  • Set personal improvement goals. Help the student choose activities that support growth in independent living, social skills, or career readiness—key areas of the Expanded Core Curriculum. Examples include planning a personal budget, practicing social introductions, or navigating a public place independently.

​Final Tip 

​Start small. Even having a student write a short paragraph or share a few sentences in their first meeting is a powerful step toward full participation. Over time, build toward greater leadership in the process.

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