Establishing criteria for meaningful student involvement in the IEP process : a review of the literature

Abstract

Federal policies and laws as well as research in the area of self-determination have encouraged meaningful student involvement in the IEP process for over twenty years. Active student involvement in the IEP process allows for students to practice important self-determination skills in an applied setting and to be meaningful participants in their education. The purpose of this literature review is to establish what constitutes meaningful student involvement in the IEP process and identify evidence-based practices for increasing meaningful student involvement.