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Secondary Students' Involvement in Their IEP Meetings: Administrators' Perceptions

The University of Oklahoma, Zarrow Center for Learning Enrichment, 840 Asp Ave. room 111, Norman Oklahoma, 73019-4090, jemartin{at}ou.edu

Barbara A. Greene

Department of Educational Psychology

Brian J. Borland

University of Oklahoma

Secondary administrators in one southwestern state answered a 10-question web-based survey about student preparation for and involvement in their IEP meetings. Almost half of the 456 building-level special education administrative contacts who received our e-mail request completed the survey. Administrators reported that their schools teach students about their disability, invite them to their IEP meetings, encourage their participation at IEP meetings, and solicit student opinions during the meetings. Few administrators expected students to lead their own IEP meeting. Responses differed by administrative role. Principals answered questions differently than special education directors and special education teachers working part-time as administrators. The administrators' perceptions of student involvement differed from the results of direct observations of secondary IEP meetings.

Career Development for Exceptional Individuals, Vol. 27, No. 2, 177-188 (2004)
DOI: 10.1177/088572880402700204


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