Abstract
Student-led IEPs are an effective strategy for increasing student involvement in the IEP process. The practice is associated with a multitude of benefits, including increased student self-determination, additional leadership opportunities, heightened involvement in decision making, and general improvements in the quality of the process for all team members. Although existing research supports these benefits, many special educators do not facilitate student-led IEPs. The purpose of this study was to explore student-led IEPs, with a focus on training for both pre- and in-service educators. General findings from this study suggest that less than half of educators received training in facilitating student-led IEPs. In addition, those who did receive training were more likely to implement the strategy and had higher levels of confidence related to the practice. These findings are discussed and implications for practice are provided.