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Creating a Sense of Ownership in the IEP Process

Stephen D. Kroeger Cynthia K. Leibold Betsy Ryan Mark has just been identified with severe emotional disturbance. His parents are only vaguely familiar with a program in their local public school. Mark is moving from his home school to a school that has a unit for students who have been identified with a severe behavior disability. Mark's parents are afraid that the adults involved in his education will have a tendency to focus on the negative aspects of their child. Teachers and the administrative staff at Mark's new school have no experience with Mark, though they have read the multifactored evaluation in the past week. Several people are present at the team meeting that will write Mark's individualized education program (IEP): the student, several educators from the home school, student advocates, Mark's parents, and the new school personnel. What is the most effective way to create a sense of ownership on the part of all who have gathered? How can this student, who has been identified with a specific learning challenge, become an authentic participant in writing this document?