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Empowering Students Through Student-Led IEPs: Insights with Dr. Daniel Biegun
Last week, we kicked off our first theme of the year with a broad look at student-led IEPs. We discussed who student-led IEPs are for and provided a a brief overview of what the process looks like before, during, and after the meeting.
If you missed episode 193, go back and catch up...it’s a great foundation for today’s discussion, so be sure to check it out!
This week, I’m excited to continue the discussion of student-led IEPs with a conversation with Dr. Daniel Biegun who is here to build relationships and spread the word about engaging and equitable instruction.
Adopt a new mindset about involving students in their IEP process with the principle of
"Nothing about me, without me."
We’re taking a closer look at how student-led IEPs can foster genuine ownership and essential life skills. We'll explore ways to help students feel like active participants rather than passive attendees, and we’ll discuss some real-world examples of how students of all abilities can take a leading role their IEP process.
Highlights from the episode:
- Student Empowerment: Emphasize “Nothing about me without me”—students should be spoken to directly about their goals and strengths to build trust and confidence
- Inclusive Participation: All students, regardless of communication style or cognitive ability, can meaningfully participate in their IEP meetings with the right supports in place
- Creative Approaches: Support non-verbal students by practicing introductions, offering choice-based questions, or creating visual slide decks to share their input
- Student Feedback: Many students report initially feeling confused about their IEP meetings until they understood that their voices mattered, shifting their perception of the process
- Long-Term Growth: Starting student-led IEPs early helps develop key life skills such as communication, collaboration, decision-making, and self-advocacy over time
Your challenge:
Whenever your next scheduled meeting is, turn over a little bit of control to the student. Then celebrate when it is a success!
Start small by letting students:
- Add statements about their strengths, preferences, and interests
- We can ask students to give their opinions on accommodations and goals
- If they are younger than 14, have them attend part or all of the meeting
- Let them choose the seating assignments
- Give them an opportunity to introduce themselves
- Encourage them to share challenges they’ve overcome and successes they’ve achieved
About Daniel:
As an educational specialist for the Virginia Department of Education's Training & Technical Assistance Center at Old Dominion University, Daniel’s areas of focus include transition, self-determination, Universal Design for Learning, and content instruction for students with intellectual disabilities.
In 2020, Daniel founded his company, Visionary Teaching, as a means of offering engaging & innovative professional learning opportunities to practitioners across the country. Daniel earned a Master of Education degree from Old Dominion University and a Doctor of Education degree from Virginia Commonwealth University. When not working with educators, he enjoys travelling with his family and following his favorite sports team.
Connect with Daniel:
Website: www.visionaryteaching.com
Email: [email protected]
Stay tuned! I look forward to having you back for more insightful discussions here at Special Education for Beginners.
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