Matching Students should be taught how to be involved in their IEP. There were four levels that were discussed in the book. Identify which of the components below belong in each of the levels. 1. ____ Teach students to lead their IEP meetings 2. ____ Teach about assessment 3. ____ Ask students to write about their strengths and limitations 4. ____ Don't assume students are incapable of being

Question

involved in their IEP meeting. 5. ____ Teach students about their disabilities 6. ____ Teach about special education and the IEP process 7. ____ Discuss accommodations 8. ____ Don't assume students are too young for IEP involvement 9. ____ Teach about confidentiality 10. ____ Teach students to create vision statements for themselves. 11. ____ Prepare other members of the team for student IEP involvement 12. ____ Teach about the IEP document 13. ____ Teach specific communication skills 14. ____ Teach students to convert vision statements and use statements of limitations to write goals. 15. ____ Teach self-monitoring skills 16. ____ Periodically have students review their IEPs and evaluate their progress 17. ____ Provide opportunities for students to practice role-played IEP meetings 18. ____ Ask students to write letters inviting participants to their IEP meeting. 19. ____ Teach students the skills needed to be actively involved in their IEP meeting 20. ____ Teach self-advocacy skills 21. ____ Involve students in making the physical preparations for the meeting 22. ____ Help students create a draft IEP 23. ____ Provide a rationale for the importance of student IEP involvement 24. ____ Show a video of an IEP meeting with active student involvement.

A) Pre-IEP planning and preparation
B) IEP planning and preparation
C) The IEP meeting
D) IEP management

Answer 1

1. C
2. B
3. B
4. C
5. A
6. A
7. A
8. C
9. A
10. B
11. C
12. A
13. C
14. B
15. D
16. D
17. C
18. B
19. C
20. A
21. B
22. B
23. C
24. C