Despite national interest in promoting self-determination and active involvement in individualized education program (IEP) planning, available data suggest that many students have little involvement in these activities. Findings on the extent to which students are provided opportunities to be involved in IEP development and to receive self-determination instruction have been based on parent and teacher input, with little input provided by students. In this study, researchers piloted a tool that asked students with intellectual and other disabilities to provide input on their involvement in IEP development and their opportunities to learn self-determination strategies. Findings reveal that although the majority of students reported receiving some instruction on one or more self-determination strategies, few students were provided instruction in having an active role in the IEP process.
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