Abstract
For transitional youth with disabilities, as defined by the Individuals with Disability Education Act (IDEA), promoting self-determination in their Individualized Education Program (IEP) meetings is associated with student success post-graduation. This is particularly important since students with disabilities are reported to have lower school and career achievements after high school graduation when compared to their peers. While IDEA encourages student participation in the IEP transitional process, a multitude of barriers impede student-led IEPs, including demographics and characteristics of disabilities. Youth voice should play a central role in the IEP process to promote self-determination and intrinsic motivation for goal attainment. The purpose of this project is to provide school psychologists, counselors and teachers working in special education with a curriculum grounded in the Self-Determined Learning Model of Instruction (SDLMI) to support student-led IEPs. The overarching goal of the curriculum is to foster youth voice for students with disabilities planning their transition from high school. With each session of the curriculum, students learn skills in self-determination and communication, as well as increase their knowledge about their rights as students with disabilities under the IDEA and better understand their disability. Through a variety of interactive lessons, students have the opportunity to practice taking a leading role in their IEP meetings and create personal portfolios they can utilize after they have successfully completed all eight sessions. The curriculum includes materials such as sample scripts, discussion starters, and detailed activities for each session. The curriculum can be implemented by school psychologists, counselors and special education teachers.