A statewide collaborative team of a university researcher, state department of education project staff, local school teachers and administrators, and parent consultants examined how a variety of secondary schools implemented and assessed student self-determination activities. The purpose was to link research to practice by systematically engaging in observation and dialogue about factors affecting implementation and sustainability of self-determination activities within schools. We used multiple methods, including participant observation, interviews, networking groups, and student assessments, to gather and evaluate information. Our analyses focused on generating lessons learned that had potential value for participants as well as a broader audience of practitioners, researchers, and policymakers. These lessons included the importance of engaging general educators in dialogue about the self-determination opportunities within the general curriculum.
A collaborative team of a teacher-consultant, state education agency associate, and university faculty member facilitated a workshop and monthly inquiry group meetings to support teachers' implementation of student-led Individual Education Programs (IEPs). Through participant-observation and grounded theory analytic methods, we examined issues raised by teachers and the function of the meetings as a change agent. We found that inquiry groups prompted action by encouraging teachers to self-select manageable problems and solutions within a context of friendly support and new ideas. Teachers reported that even small implementation efforts had benefits for students and other IEP team members.
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