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The Council for Exceptional Children conducted an online Web survey to obtain information on the instructional practices and attitudes of educators as they relate to self-determination and student involvement in the individualized education program (IEP) process. We obtained 523 usable responses from teachers, administrators, and related services professionals. Although respondents highly valued both student involvement in IEPs and self-determination skills, only 8% were satisfied with the approach they were using to teach self-determination. Only 34% were satisfied with the level of student involvement in IEP meetings. Implications include the need for longitudinal research and technical assistance, targeting administrators, general educators, and special educators beginning in the elementary grades, to improve the capacity of schools to deliver self-determination instruction.


Curriculum and Instruction | Disability and Equity in Education | Education | Educational Assessment, Evaluation, and Research


This article is the publisher's (Council for Exceptional Children) version, previously appearing as: Mason, C., Field, S., & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs: Practices and attitudes of educators. Exceptional Children, 70 (4), 441-451.

Copyright 2004 Council for Exceptional Children.