This year we decided to take a slightly different approach to student led conferences for our students who are not fully integrated.  We booked each student-parent combination for a private 30 minute block.  Each student did a presentation which talked about their accomplishments this year - academically, socially and behaviourally.  The presentation was based on their IEP goals which they self-evaluated.  Their presentation folder contained materials which showed their parents work that they were proud of.  Students also set goals for next year and gave input about accommodations which  would help them succeed in school.

Each student was fantastic!  They were articulate, remarkably accurate and honest in their assessments of themselves and good self-advocates.

IEPs are often dust covered documents which students see as having little relevance to their education or lives.  Throughout the year we have tried to take a step towards having our students be true partners in their learning.  They have been invited to their IEP meetings.  Most have chosen to be present for at least part.  In class we often talk about IEP goals, strategies and tools.  A familiar question is "Why does he get to ...?"  The answer is "It's in his IEP.  If you think that it would help you to succeed, let me know and I can add it to your IEP as well."

Some of the tools which students have requests are - sit on a fitness ball; use the computer for learning; goodies when I do something well; have another student help me when I find work challenging; take a break or phone my parent when I am upset; use the iPad when I have completed work.

I am so pleased with the feeling of accomplishment that our students obviously felt about their year.  Well done!

I think this is an example of how 21st Century learning ideals can be incorporated into special education without giving up the intensive specialized instruction which should be at its heart.

Student Led Conference Form
Sample IEP Goal Self-Evaluation

In our classroom we talk frequently and openly about Individual Education Plans.  Each student has an IEP and even at this early age they are interested in how they can be used to benefit their learning.  We also use IEP's to explain why another student's day may look different from theirs.  "Why do you get to...?" asks the first student.  "It's in my IEP."  answers the second.  Case closed.  We have found that students think about their learning and begin to ask for items or activities to be added, such as using fidgets, an exercise ball to sit on or be allowed to take a break.

This year I found two excellent activities to use the first week back to school.  The first activity guided students through learning about and writing their own S.M.A.R.T. goals. The second activity took those goals and had students create a colourful and interesting mobile.

Writing S.M.A.R.T. goals is an important skills for us all to learn.  Too often we set ourselves up for failure by choosing a goal which is unrealistic or without creating a plan to follow.  Read more about S.M.A.R.T. IEP goals in British Columbia here. 

Here are the results.  We will continue to write and target weekly goals and promise to report back on how we do!