Engaging Students and Parents in Transition-Focused Individualized Education Programs

Wendy Cavendish, David J. Connor, Eva Rediker

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in IEP and transition planning. This article offers recommendations of an effective way to facilitate student-led IEP meetings. These three phases of IEP can support teachers’ roles in facilitating student and parent involvement in student-led IEP meetings. This article provides a model of how best practices in pre-IEP, IEP, and post-IEP meeting protocols can be implemented and outlines practices for developing reciprocal relationships with students and parents to facilitate meaningful involvement in educational planning.

Original languageEnglish (US)
Pages (from-to)228-235
Number of pages8
JournalIntervention in School and Clinic
Issue number4
StatePublished - Mar 1 2017


  • IEP process
  • involvement
  • parent(s)
  • self-determination
  • transition

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology


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