Supporting evidence:
The self-directed IEP has been the focus of numerous case studies with the emergence of developing self-determination skills as a best practice and the emphasis of secondary school transition. The work of Seong (2015, p.138) with randomised trial control groups outlined that the self-directed IEP was successful in enhancing the self-determination to transition empowerment in students with disabilities. Given the links between post-school outcomes and self-determination, the self-directed IEP provides an opportunity to improve education and quality of life outcomes for students with disabilities. Brak’s study across a sample of school-aged students with disabilities found a significant positive association between student IEP participation and academic achievement over time (Bardnard-Brak, 2010, p.346). The study also found that student participation in the IEP lead to better academic outcomes. Griffin suggests that student IEP participation in increasing self-determination skills across a wide variety of students with disabilities (Griffin, 2011, p.159). Woods research found that sustained student involvement in the IEP process increased the leadership effect that students experienced and further promoted self-determination in students (Woods, 2013, p.188). In addition, the work of Hughes highlights the need to present students with an opportunity in acquiring IEP participation skills. Hughes argues that there must be more, not fewer opportunities for those who have traditionally not had the opportunity to practice self-determination and educational planning skills (eg students with disabilities). Hughes argues that by consistently providing them this opportunity the chance to increase their self-determination skills (Hughes, 2013 p.15)