Title

Planning and Implementing Student-Led IEPs for Students With EBD

Authors

Mariya T. Davis, Texas A&M University-San AntonioFollow
Ingrid K. Cumming, Orange County Public Schools

Document Type

Article

Publication Date

6-2019

Keywords

student-led IEP, transition, emotional and behavioral disorders, EBD

Abstract

Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

Digital Object Identifier (DOI)

10.1177/1074295619850569

Comments

This is the Accepted Version of the article. For the final, published version please see:

Davis, M. T., & Cumming, I. K. (2019). Planning and Implementing Student-Led IEPs for Students With EBD. Beyond Behavior.
https://doi.org/10.1177/1074295619850569 Copyright © 2019 (Hammill Institute on Disabilities). Reprinted by permission of SAGE Publications.

Repository Citation

Davis, Mariya T. and Cumming, Ingrid K., "Planning and Implementing Student-Led IEPs for Students With EBD" (2019). Special Education Faculty Publications. 1.
https://digitalcommons.tamusa.edu/sped_faculty/1