ED 333 - Transitions

Self Directed IEP

Anne Neumann and Paige Morrow
Transition areas the resource addresses:
This website addresses how students become better prepared for the transition process
throughout their schooling (from/to General Education settings) and afterwards, as they learn
how to manage their own IEP meetings.
Format: Online
Contact/ordering information:
Naomi Tyler, PhD (Co-Director)
Peabody College
Box 275
Vanderbilt University
Nashville, TN 37203
Phone: (615) 343-6006; (800) 831-6134
Fax: (615) 343-5611
Email: n.tyler@vanderbilt.edu; iris@vanderbilt.edu

Deborah Smith, EdD (Co-Director)

Claremont Graduate University
IRIS Center
1237 N. Dartmouth Ave.
Claremont, CA 91711
Phone: (909) 607-8982; (866) 626-IRIS [4747]
Fax: (909) 607-0959
Email: deb.smith@cgu.edu; iris@cgu.edu
The learning characteristics of the student the resources would be appropriate for:
These resources would be very helpful and appropriate for students who are self aware of the
disability they have. Despite having this disability, however, the students obtain self
determination and self-advocacy skills. These students are driven by their goals and have plans
(or at least ideas) of what they would like to do post high school.

Specific transition needs that may be addressed by using this curriculum:

The goal of a self-directed IEP is to allow the student to attain self-determination skills that are
necessary to participate in and manage their own IEP and transition meetings. These skills will
then be carried over into their life whether they are still in school or transitioning into the real
world and will affect how they make decisions. The hope is that students make goals for
themselves and take responsibility for the things going on in their life. Some skills that require
self-determination include understanding your own strengths and weaknesses, being able to
describe your disability and how it affects your life, and being able to set goals for yourself
based on your own preferences, interests, strengths, and needs.