Impact of IEP Instruction to Increase Participation with High School Students on the Autism Spectrum

Abstract

The purpose of this study was to gain perspective into self-determination skills and how to help students achieve them. This researcher tried to determine if the use of Self-Directed IEP curriculum was impactful enough to increase a student’s knowledge about the IEP process so that they will be comfortable enough to attend and speak up at their own meetings. The students who participated in this study were secondary students that were identified with high functioning autism. The question of research for this study was: Does the use of Self-Directed IEP curriculum lead to an increased understanding of the IEP components in high school students on the autism spectrum? Students completed Likert scale surveys before and after the Self-Directed IEP curriculum. Surveys were created to reflect the major components of the IEP process. Overall, students made improvements in all areas of the survey and felt comfortable to attend their own IEP meetings.