Many students with disabilities play little to no role in their own Individualized Education Program (IEP) meetings and the planning of their services, accommodations, and goals. However, research shows that when students lead their own IEP meetings, they become more engaged in their education, learn important self-advocacy skills, and take greater ownership over their learning. Student-led IEPs promote self-determination and give students a greater sense of control over their education. Educators, administrators, students, and family members are encouraged to attend.

Presenter: Julie Mlagan is currently serving as an Implementation Specialist for the Transition Improvement Grant (TIG) in the CESA 1 & CESA2 Regions. She has over two decades of experience working for individuals with intellectual, developmental, and related disabilities in the community and classroom. She earned a BS in Voc Rehab, MS in Ed Psych & a MS in Spec Ed. Her experience includes job development, coaching, guardianship, case management, & teaching functional academics & community-based transition skills. As a special education and transition professional, she is avid about preparing students for self-advocacy, employment, education & independence as they prepare for life after high school.