Self-determination at a Career and Technical School: Observations of IEP Meetings

Abstract

The purpose of this study was to conduct observations of Individualized Education Program (IEP) meetings at a Career and Technical Education (CTE) high school to determine who spoke during the IEP meetings, how IEP team members rate their IEP meeting behaviors and perceptions, and if there any differences in how behaviors and perceptions of the IEP meetings are rated. A 10-s momentary time sampling procedure was used to determine which IEP team members spoke the most and least during 10 IEP meetings. A post-IEP meeting survey was used to determine how IEP team members rated their IEP meeting behaviors and perceptions. Descriptive statistics and multivariate analysis of variance (MANOVA) were computed. IEP team members who spoke the most were the special education coordinator, special education teacher, and student. Students rated their meeting behaviors the highest. Students, parents, and educators had positive perceptions of the IEP meetings. A statistically significant difference (F(3, 86) = 3.43, p = 0.012; Wilks’ lambda = 0.74; partial eta squared = 0.13) was found indicating educators had a lower mean rating on composite meeting behavior. Educators seem to be seeking input from students and parents during IEP meetings, yet there remains a need for increased student leadership during IEP meetings. Educators, parents, and students seem to lack knowledge about the availability of post-high school adult services, resulting in an increased need to provide information about agencies to students, teachers, and parents.