Secondary Students' Involvement in Their IEP Meetings: Administrators' Perceptions

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dc.contributor.authorJames E. Martin
dc.contributor.authorBarbara A. Greene
dc.contributor.authorBrian J. Borland
dc.date.accessioned2016-01-14T19:53:15Z
dc.date.accessioned2016-03-30T15:31:39Z
dc.date.available2016-01-14T19:53:15Z
dc.date.available2016-03-30T15:31:39Z
dc.date.issued2004-10-01
dc.description.abstractSecondary administrators in one southwestern state answered a 10-question web-based survey about student preparation for and involvement in their IEP meetings. Almost half of the 456 building-level special education administrative contacts who received our e-mail request completed the survey. Administrators reported that their schools teach students about their disability, invite them to their IEP meetings, encourage their participation at IEP meetings, and solicit student opinions during the meetings. Few administrators expected students to lead their own IEP meeting. Responses differed by administrative role. Principals answered questions differently than special education directors and special education teachers working part-time as administrators. The administrators' perceptions of student involvement differed from the results of direct observations of secondary IEP meetings.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationMartin, J. E., Greene, B. A., & Borland, B. J. (2004). Secondary Students' Involvement in Their IEP Meetings: Administrators' Perceptions. Career Development for Exceptional Individuals, 27(2), 177-188. doi: 10.1177/088572880402700204en_US
dc.identifier.doi10.1177/088572880402700204en_US
dc.identifier.urihttp://hdl.handle.net/11244/25146
dc.language.isoen_USen_US
dc.publisherCareer Development for Exceptional Individuals
dc.rights.requestablefalseen_US
dc.titleSecondary Students' Involvement in Their IEP Meetings: Administrators' Perceptionsen_US
dc.typeResearch Articleen_US

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