Implementation of Self-Determination Activities and Student Participation in Ieps‪.‬

The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (Public Law 105-17) required that children and youth with disabilities ages 14 to 16 be invited to participate in meetings where their individualized education programs (IEPs) are discussed, and that decisions be based on the students' interests and preferences (34 C.F.R. 300.344 (b) (1) and 300.29). Such involvement in transition and IEPs has been strongly encouraged by individuals with disabilities, advocates, researchers, and teachers (Agran, Snow, & Swaner, 1999; Johnson & Emanuel, 2000; National Council on Disability, 2000; Ward, 1988). Research results from the past two decades suggest that youth who are involved in their IEP development or related educational goal setting and planning are more likely to (a) achieve their goals (e.g., Kennedy & Haring, 1993; Perlmutter & Monty, 1977; Powers et al., 2001; Realon, Favell, & Lowerre, 1990; Van Reusen, Deshler, & Schumaker, 1989), (b) improve their academic skills (Schunk, 1985), (c) develop important self-advocacy and communication skills (Mason, McGahee-Kovac, Johnson, & Stillerman, 2002), (d) graduate from high school (Benz, Lindstrom, & Yovanoff, 2000), and (e) gain better employment and quality of life as adults (Furney & Salembier, 2000; Halpern, Yovanoff, Doren, & Benz, 1995; Wehmeyer, Agran, & Hughes, 2000). Related research indicated that individuals with high scores on measures of self-determination were more likely to be employed and obtain higher wages I year after graduation than those with low self-determination scores (Wehmeyer & Schwartz, 1997). There is also evidence of a link between high levels of self-determination and student achievement (Houchins, 1998) and grade point average (Sarver, 2000). Although the results from these latter two studies were positioned as preliminary, the general trend indicates that outcomes for youth are strengthened by their involvement in the IEP process and self-determination activities. Despite the IDEA requirements, research results, teacher perceptions, and strong encouragement from disabilities rights advocates, many youth have been left out of IEP and self-determination activities. For example, 31% of the teachers in a 1998 survey reported that they wrote no self-determination goals, and 41% indicated that they did not have sufficient training or information on teaching self-determination (Wehmeyer & Schwartz, 1998). With regard to student participation in IEP meetings, research published since 1994 revealed that only 48% to 64% of adolescents studied attended their IEP meetings (deFur, Getzel, & Kregel, 1994; Grigal, Test, Beattie, & Wood, 1997; Trach & Shelden, 2000). These results are consistent with a review of national transition project outcomes by Williams and O'Leary (2000). Williams and O'Leary found that approximately one third of the states were not in compliance with the requirement to invite students to their IEP meetings when transition issues were to be discussed. Furthermore, 26% of the states were not in compliance in ensuring that the interests and preferences of students would be considered in the development of the IEP.