For Families

Helping Your Child Become a Self-Advocate

With help from you and the school, your child can learn how to become part of their IEP process. Learning how to be part of, and eventually lead, their own IEP process is one of the best ways to help your child learn to self-advocate.

Self- advocate” means your child is able to share about their life, What they need, what they like or don’t like, and is able to work with others to get the supports they need to succeed. Your child can practice using their advocacy skills in a safe and friendly environment.

Your child will join you, and the other members of their team, to plan special education services to help them learn and grow. Every family can be involved in helping their child be part of their IEP process. The school has the responsibility for organizing the IEP process. However, you are an invited partner and collaborator in the process. Decide what way works best for you and your family to support your child.

On Your Own

With Your Child

With School & Educators

Word Document of SLIEP for Families

What a video on the SLIEP meeting for youth and families

Listen to some families talk about their experience with a Student-LED IEP:

PEAL interviews a family about becoming involved before the IEP meeting.

HUNE talks with a family about what to do during an IEP meeting.

PaTTAN and FAMILIES TO THE MAX chat about SLIEPs and after the IEP meeting.

You are an important member of the IEP team

Your child, their teachers, school staff, and others may be on the team.

Click below to see a playlist of the many people who could be on your child's IEP team.

IEP Team Member Videos

Use the rubric below to decide where your child is now with their involvement in the IEP meeting.

How would you describe your child's awareness of their IEP process?
How are they participating in the IEP? What are they doing to participate?
What do they know about the IEP? How can they show what they know?

I’m Determined Tools

Participation in the IEP Meeting Rubric*

Guide for using the rubric

The first step is to know what your child is doing at this time.
Then, look at the next level up to see where they should be going for a future goal.
Work with the IEP team to plan what steps and supports need to be put in place so that next year, your child has moved up a level in one or all of the IEP areas.

Area	Level I	Level II	Level III	Level IV
IEP Awareness	I don’t know what IEP stands for.	I know what IEP stands for.	I know what IEP stands for and the purpose of the IEP meeting.	I know what IEP stands for, the purpose of an IEP meeting and I can tell others about these meetings.
IEP Participation	I don't participate or attend my IEP meeting.	I attend a pre-conference IEP meeting and/or my IEP meeting, but I don't participate in the meeting.I know what IEP stands for.	I attend and contribute information about myself for my IEP in a pre- conference or at the actual meeting.	I lead parts or my entire IEP meeting.
Knowledge of IEP Content	I don't know what is in my IEP.	I know that I have accommodations and goals but I don’t know what they are	I can name the accommodations and goals in my IEP, But I have a voice in developing them.	I can name the accommodations and goals in my IEP, and I have a voice in developing them.