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

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dc.contributor.advisorSorrells, Audrey McCray
dc.creatorMcMillan, Catherine Francesen
dc.date.accessioned2014-10-14T19:26:47Zen
dc.date.accessioned2018-01-22T22:26:57Z
dc.date.available2018-01-22T22:26:57Z
dc.date.issued2014-08en
dc.date.submittedAugust 2014en
dc.date.updated2014-10-14T19:26:48Zen
dc.descriptiontexten
dc.description.abstractFederal 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.en
dc.description.departmentSpecial Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/26573en
dc.language.isoenen
dc.subjectSpecial educationen
dc.subjectSelf-determinationen
dc.subjectIEP meetingen
dc.titleEstablishing criteria for meaningful student involvement in the IEP process : a review of the literatureen
dc.typeThesisen

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