The Person-Centered Appeal of the Student-Led IEP
BY JUDY HACKETT/School Administrator, January 2020


Superintendent Judy Hackett (left) with a student at Riley Elementary School in Arlington Heights, Ill.
As public education trends toward a more personalized approach to learning, progressive practices for students with disabilities are evolving to emphasize student voice, self-determination and a customized approach to college/career/life planning.

Special education is shifting from a predominant focus on identification and compliance to a more results-driven educational planning process. The focus is on building students’ skills through authentic learning experiences that lead to a more robust, personalized transition plan.

In the Northwest Suburban Special Education Organization, which runs school-based programs in eight member districts near Chicago, we have designed a customized student-led individualized education planning process as part of a systemwide training series that promotes a person-centered philosophy. Our approach carries an intense focus on engaging students and their families in planning, revising and refining plans for postsecondary life. The student’s involvement in the transition steps becomes progressively more critical.

This IEP practice operates across NSSEO programs, reflecting increased engagement, student voice and self-determination as students mature.

NSSEO’s direct programs and services educate more than 500 students with significant low-incidence needs that include cognitive disabilities, multiple disabilities, autism, behavioral/emotional disabilities, deaf/hard of hearing, blind and vision impairments.

Integrating Expectations
An effective student-led IEP process requires planning, integration into the instructional focus and a coordinated team approach. The student may lead the IEP meeting by creating presentation slides that include pictures, words or videos. Using programmed assistive technology, students can communicate personal strengths, progress toward goals, supports that are needed and life dreams.

A middle school student in the therapeutic program for behavioral/emotional disabilities begins the IEP meeting with a simple introduction of strengths, challenges and preferred accommodations that best address his or her educational needs. The student may share the goals established to advance social-emotional growth and review the important goals to accomplish before transitioning to a less restrictive educational setting in a general education classroom.

Understanding and articulating this progression has been a powerful tool in integrating expectations and goal setting into the IEP process. An elementary student on the autism spectrum who prefers a smaller, low-stimuli learning environment may lead her part of the IEP meeting through a video presentation developed with the team. The student’s role in leading aspects of the IEP meeting is modified based on personal learning styles and communication needs.

As students mature, they assume greater ownership, pride and confidence in leading aspects of the IEP discussion. During high school and transition phases, the student generally leads most of the meeting, sharing his or her strengths, challenges and hopes in a desired life plan.

Student Tailoring
This personalized learning approach allows for flexibility in the level of engagement and mode of presentation to be tailored to student needs through his or her education. When parents, students and staff share a deeper common understanding of the compelling purpose of a person-centered approach, the student’s role in leading the IEP process drives much of the discussion and decision making.

As a person-centered collaborative practice, student-led IEP meetings, when implemented with integrity, is worthy of consideration during the next reauthorization of the Individuals with Disabilities Education Act as it emulates the important mission of our work in building promising futures for every student.


JUDY HACKETT is superintendent of the Northwest Suburban Special Education Organization in Mount Prospect, Ill. Twitter: @DrJudyHackett