This quasi-experimental study evaluated “The Foldable IEP” curriculum, which taught students with mild to moderate disabilities to self-direct their Individualized Education Program (IEP) meeting. Self-advocacy and self-determination were targeted to combat student apathy toward and passive participation in their IEPs. The Foldable IEP curriculum was taught to whole class groups over three weeks at a Title I high school in Southern California that primarily services students who are culturally and linguistically diverse. Twenty-five students with disabilities in a ninth grade Resource Specialist Program received the Foldable IEP curriculum intervention and spoke for 36.78% of their IEP meeting, while students in the comparison group spoke 2.15%. The intervention group met criteria for ‘student-led’ IEPs 92% of the time while the comparison group met zero. The intervention group recalled significantly more IEP knowledge and had shorter meetings, but not significantly shorter than traditional teacher-led comparison meetings. School faculty and staff were significantly more satisfied with Foldable IEP meetings.
|Advisor:||Greene, Gary M.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/03M, Masters Abstracts International|
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