The purpose of the current study was to evaluate the effects of a modified version of the Self-Directed IEP curriculum on students with significant cognitive disabilities ability to lead their IEP meeting. Findings showed a functional relationship between the curriculum and students ability to lead their IEP meetings.Four years later, these numbers were decreasing as students with mental retardation were not participating as much in their IEP meeting (42.1%) and fewer students with mental retardation were taking a leadership role (8.7%; SRI Internationalanbsp;...
|Title||:||Effects of a Modified Version of the Self-Directed IEP Curriculum on Student Participation in Their IEP Meetings|
|Author||:||Nicole Marie Uphold|
|Publisher||:||ProQuest - 2008|