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Self-Advocacy and The IEP


TAN Meeting. Self-Advocacy and The IEP. Nicole Held: Special Education Teacher. Nicole Held ... Masters in Education from Olivet Nazarene ... Nicole Held ... – PowerPoint PPT presentation

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Title: Self-Advocacy and The IEP

Self-Advocacy and The IEP
  • Nicole Held Special Education Teacher

Nicole Held
  • Graduate UW-Oshkosh in 2004 with a double major
    in Special and Elementary Education
  • Masters in Education from Olivet Nazarene
    University in Chicago in December of 2007
  • Been teaching 8th grade special education at D.C.
    Everest for four years.
  • Email
  • Phone 715-359-0511 ext. 3305
  • Website

Why Is This Cake On Fire Inviting Students Into
the IEP Process Van Dycke, J., Martin,J., Lovett,
D. Teaching Exceptional Children Jan/Feb 2006,
Vol 38, issue 3, pg 42
What is Self-Advocacy and the IEP?
  • Student using self-advocacy skills to run their
    Individualized Education Plan (IEP) meetings and
    take more control over their education empowering
    students to lead their own.

Why We Teach the Student Lead IEP
  • Right now, students are exiting high school
    without acknowledging or understanding their
  • To increase individual knowledge about strengths
    and needs to be successful in school and use
    their self-advocacy skills to get it.
  • Increase self-advocacy, and teach
    self-determination, goal setting, and self
  • Increase self-esteem.
  • Get them involved more the IEP process.

Why Is This So Important
  • If they dont know what an IEP or goals are how
    are they suppose to be working on their goals??
  • Help them to understand what their disability is
    and how they can work on improving their
  • Decisions are being made for them give them a
    say in their own lives/education.
  • Give them the self-advocacy skills they will need
    to function in the real world!
  • Make the IEP a more enjoyable/positive process.
  • Raise self-esteem

Why I Teach This
  • Transition Conference
  • First year teaching experience
  • SLSlow Learner LD Legally Dumb
  • Feel it is most important
  • How can they be successful?
  • Success we have had.

IEPs Rock!
My Research and Process 1st year (04-05)
  • Using a survey at the beginning and end of the
    year I have surveyed my 8th grade students on the
    topics of their disabilities, the IEP and its
    process, attendance at meetings, and knowledge of
    special education.
  • Out of 22 special education students surveyed,
    only 3 knew what their disability was and only 1
    knew what an IEP was.
  • Started teaching little pieces first year and
    second year started putting together and teaching
    a unit on the disabilities and the IEP process.

2nd year (05-06)
  • Out of 23 special education students 2 knew what
    their disability was and only 1 knew what an IEP
    was. By the end of the unit 21 out of 23 could
    tell me what their disability and IEP was.
  • Added the element of attending their IEP meetings
    and taking part in them.
  • Teaching the unit on a more consistent basis
    (once weekly in Resource Study Hall) with some
    administrative support.

3rd Year (06-07)
  • 3 out of 21 students knew what their disability
    was and only 4 had gone to their IEP before.
    After the unit, 19 of 21 knew what their
    disability was and all but two attended their IEP
    meeting (2 running the meeting)
  • Started working towards passing a mandatory class
    for all 8th grade special education students to
    take and I continued to develop and implement my
    unit year round in my classroom when time

Current Year
  • I am teaching this as a class this year, still
    part of my resource, but every week.
  • Out of 19 students 5 knew what their disabilities
    were, 2 knew what an IEP (meeting) was, 3 had
    been to their IEP the year before, and only half
    thought they were in special education. None knew
    they had special education goals!
  • My class has passed as a mandatory class for all
    8th grade students starting in the 2008-2009
    school year.

(No Transcript)
Goals of My Program
  • To increase the following in every special
    education student
  • Self-esteem
  • Self-Advocacy Skills
  • Understanding and Acceptance of their disability
  • Give knowledge of the IEP and its process
  • Get them involved in their IEP process
  • Create tools and skills to use in the future

Overview of the Program
  • I have a website Please
    feel free to check it out and use any information
    on it for your classroom.
  • I use a combination of PowerPoints, games,
    rewards, journaling, and discussion to teach this
  • Safe and comfortable environment
  • Need to talk and share
  • Confidentiality and privacy
  • Responsibility for the information

Part One
  • Goals
  • Build an interest and intrigue about their
  • Give the basic information about all disabilities
  • Have students research their own disabilities in
  • Main Activities
  • Pre-Survey
  • Community Building and Confidentiality (Post It
    Activity and Waiver)
  • Journal about what they think of having a
    disability and what their disability is
  • Teach disability information
  • Research their disabilities
  • Play Bingo at the end

Do You Want To Be A Puppet?
What Do You Think?
  • In the journals I ask the following
  • Do you have disability
  • If so, what?
  • How does it affect you now and in future?
  • Another activity we do is having the students try
    to predict what their goals might be and write
    themselves two goals.

EBD Student
Part Two
  • Goals
  • Give the basic information about the IEP
  • Look at and get familiar with the parts and
    process of the IEP
  • IEP Main Activities
  • Teach the IEP parts and information using a blank
  • Talk about the difference between modifications
    and accommodations and how the students can
    access these.

CD Students
  • It is important for these students to be told
    what an IEP is and to be shown their IEP. Even if
    they do not understand it, you should try and
  • Goals
  • Modifications
  • Basic Info (who will be there, what it is)

Part Three
  • Goals
  • Get each child familiar with his or her own IEP
  • Main Activities
  • Pass out each individual IEP and go over it with
    each child
  • IEP Scavenger Hunt
  • Play IEP Balloochies (Jeopardy)
  • Set weekly goals to help achieve the IEP goals

  • IEP Scavenger Hunt
  • Tell me three people who attended your last IEP
    using the cover sheet (I-3).
  • ______________________________
  • ______________________________
  • ______________________________
  • Did you attend the meeting? How do you know?
  • __________________________________________
  • What date was your last IEP held on?
  • __________________________________________
  • The Present Level of Performance (I-4) page tells
    you what you strengths and what your parents
    concerns are. Tell me a strength that is listed
    for you.
  • _____________________________________________

Part Four
  • Goals
  • Introduce self-advocacy and the importance of it.
  • Acknowledge and come up with solution to deal
    with factors that can get in the way of being a
    good self-advocate
  • Main Activities
  • Teach information on self-advocacy, how to do it
    and how to avoid problems that may arise.
  • Role Play Situations
  • Discuss Difficult Situations
  • Who Wants to Be A Millionaire

Part Five
  • Goals
  • Teach students how to participate in their IEP
    meetings (write goals, prepare scripts, present)
  • Main Activities
  • Show students the proper way to be involved in
    the entire IEP process and how to run the
  • Show video by Jim Martin and company and previous
    student IEP videos
  • Write teacher invitation
  • Two class periods to prepare write IEP together,
    write script, and practice.

1.  Begin By Greeting Everyone and Stating
Purpose of the Meeting.Welcome to my meeting. 
Today we are looking at my IEP and making changes
for the next year. 2.  Introduce Yourself and
Others.My name is_______________________________
____________. Id like to introduce_____________
__________________________.   Ms Held will
break in to do the Front Cover Page, WKCE page
  3.  Review How You Have Been Doing in School
Present Level of Performance Page (PLOP) I think
school is ________________________________________
__. Things that have worked well for me this
year are _______________. Things that have not
worked very well for me are________________.   4.
  Request Input From Others in the Meeting. Does
anyone want to comment on how my school year has
been going?
DateDear ____________,I would like to invite
you to come to my IEP meeting and share your
ideas. You coming to my meeting is important to
me. Date Time.Place  Signed, Your
name P.S. If you cannot attend this meeting,
please let me know when we can meet to talk about
my IEP. Thank you.
 IEP Meeting Reflection 1. Write a response
about your meeting and your experience writing
the IEP with your teacher. Make sure to include
the following things a.  What you shared at the
meeting?    b. How did you feel during the
meeting?   c. Are you happy you participated?
Why?   d. Give an overview of how you prepared
for your meeting goal writing, modifications,
transition info, and any other information.     2.
     Write a paragraph answering the following
Do you think that you could do more during your
meeting? If so, what. If not, why?     3.    
What will you do to make sure you have say in
your IEP next year??     4.     Do you have any
Part Six
  • Goals
  • Get students accustom to the concept of
    transition and how it will work for them in our
    school district
  • Understand there are numerous types of learning
    using the Multiple Intelligences and Learning
  • Main Activities
  • Provide information about what transition is and
    how it works
  • Do career sheets and independent living WS
  • Fill out Enderle-Severson 2003 Future
    Outcomes/Goals Assessment
  • Talk about Multiple Intelligences and decide
    individual Learning Styles. Do surveys.
  • Introduce the Portfolio and show how to use it

Part Seven
  • Goals
  • Give students a brief look at the history and
    laws of special education
  • Main Activities
  • Talk about the history of special education and
    the benefits we have today
  • Discuss briefly the responsibilities of being in
    special education and the laws.

Part Eight
  • Goals and Main Activities
  • Create a handout/PowerPoint to use a tool with
    future teachers/employers
  • Students (CD) could use this to present in their

Part Nine
  • Goals
  • Test knowledge learned about IEPs, disabilities,
    self-advocacy and transition.
  • Main Activities
  • IEP Unit Test
  • End of unit (Post) Survey
  • End of unit Interview

CDS Students
  • Just as important to get them involved, even if
    it is just going to the meeting.
  • Many can use pictures to help run their meetings
    and express their wants for the future.
  • Get them involved!!!

What about the younger kids?
  • Start as early as possible! All kids deserve to
    know and understand their disability no matter
    what their age.
  • To teach about their disabilities, you can
    actually do whole class learning or individual.
  • Understand what a disability is
  • Understand their disability
  • Work on self-esteem issues
  • Attend the meeting
  • Talk with teacher about the goals
  • Get parents involved with the process

Follow Through
  • This is the most important part!
  • Each child MUST meet with me ahead of time and go
    over/make changes to IEP, attend their IEP
    meeting, and present one thing at the meeting.
  • A lot of the research I have done recommends that
    teachers continue to ease students into that
    role. (invite the teachers to meeting, introduce
    people, talk more, take the lead role)

How to Start
  • Start small if need be. Teach it in any time you
    have, even if it is one-on-one.
  • Talk with your administrators about the
    importance of this information.
  • Check out other peoples websites and information.

Projects and Contacts
  • Statewide Self-Advocacy Project
  • Lisa Hebgen, Project Coordinator at or (608) 822-2631, by February
    4, 2008.
  • Nicole Held
  • I am available to come and do in-services,
    conferences, and other speaking engagements. Just
    contact me at my email or phone listed at the

Books To Use
  • Survival Guide for Kids With LD Learning
    Differences by Gary Fisher and Rhoda Cummings
  • The Survival Guide for Kids With ADD or ADHD by
    John Taylor
  • The Behavioral Survival Guide for Kids by Thomas

  • Teacher and Student Guide to the IEP
  • Self Advocacy Manual For Students
  • Advocacy, Life skills, and Transition Information
  • National Center For Learning Disabilities
  • List of Possible Accommodations for Students
  • Student Lead IEP Help http//hawbaker.pls.iowapage

More Resources
  • Links on many special education topics
  • Protection Advocacy, Inc. Introduction to
  • http//
  • Disability Awareness Packet for Teachers
  • Center for Self Determination http//
  • Great Book and Lessons for this topic

Transition Resources
  • Special Education Transition Portfolio
  • - Go to publications and parent
  • http//
  • http//
  • http//