Exploring Student Perceptions of the Individual Education Plan Process

Date of Award

8-15-2026

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Laura Miller

Abstract

Although student participation in Individualized Education Program (IEP) meetings is legally required, many students still report feeling disconnected from the process, which may impact their self-determination and readiness for life after high school. This qualitative multi-case study explored how public high school seniors and recent graduates described their experiences with the IEP process and the support they received through special education services. Data were collected through semi-structured interviews with five participants who had received IEP services for multiple years. The interviews were transcribed and analyzed using a thematic analysis approach and coding procedures to identify patterns across participant responses. The results from this study highlighted several key patterns, including how student participation often develops over time, differences in how well students understand their IEP goals and accommodations, and the limited role students often have in decision-making. Participants also described inconsistent support across teachers and settings, as well as a lack of consistent strengths-based practices. At the same time, relationships with school staff were identified as a meaningful part of the experience. Overall, the findings suggest that while the IEP process is designed to support students, it is not always experienced as collaborative or student-centered. Increasing student involvement, improving understanding of student goals, and using more strengths-based and solution-focused practices may help create a more meaningful experience and better prepare students for what comes next.

Keywords

Educational Psychology, Special Education

Rights Statement

Copyright 2026, author

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