Special Education M.A.

Year Approved


First Advisor

Strand, Charles


Abstract This thesis set out to research current literature on the effects of student-led Individualized Education Plans and the development of students’ self-advocacy skills. It contains information regarding techniques or curriculum and lack thereof that educators can utilize to prepare students for actively engaging in their IEP programming. Examined closely are the benefits and barriers of preparing and engaging a student in the IEP process across from the perspective of a secondary age student. This thesis offers detailed supports, which teachers can integrate into lesson planning to foster learning. It covers documented feedback on behalf of IEP team members such as the student, parents, teachers and administrators on the effectiveness of a student led IEP meeting and the role it plays on self-determination.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis