There are many steps that a student can take to exercise self-determination at home, in school, and in the community. The focus in literature around self-determination frequently centers around the student’s IEP, since the IEP is a key component of a student’s success in school and afterward. Many professionals in the field of blindness and vision impairment suggest that a student should lead her own IEP meeting. In the American Foundation for the Blind Transition to Work program, for example, the very first, activity for a student to complete is to take a leadership role in her IEP meeting. See the activity here.
If and when a student is able to run her own IEP meeting, this is a fantastic way for her to take control of her own transition process and the services she receives to work toward her future goals. However, for many students, running an IEP meeting can seem completely overwhelming. For a student with multiple disabilities or for a student who is simply extremely uncomfortable advocating for herself, leading the IEP meeting or taking part in doing so may take several steps to achieve.
The following activity is one step in the process of helping students take ownership of their IEP. This activity encourages a student to become familiar with the individuals who make up her IEP team and the roles that they play in her education.