Student-directed IEPs are quickly gaining momentum in schools across the country--the proven benefits include higher academic achievement, enhanced student motivation, and increased communication and self-advocacy skills for students with disabilities. Now for the first time, there's a book that gives elementary and high school educators in-depth how-to guidance on making student-directed IEPs work for students with a range of special needs. Packed with practical advice, helpful examples, and IEP resources for students themselves, this cutting-edge guidebook finally puts into print the best ideas for developing meaningful student-directed IEPs while adhering to legal requirements and evidence-based practices. Destined to elevate future standards for the IEP process, this compelling and accessible book will help teachers ensure customized, highly effective educational plans for students of all ages. Teachers will empower students to take a lead role in directing their education, advocating for support, and shaping a bright, self-determined future. Chapters of this book include: (1) Essentials of the Student-directed IEP Process (Colleen A. Thoma, Sterling Saddler, Barbara Purvis, & LaRon A. Scott); (2) Involving Families in the Process and Multicultural Considerations (Yaoying Xu, Barbara Purvis, & Judith E. Terpstra); (3) Student Awareness of the IEP Process (LaRon A. Scott & Colleen A. Thoma); (4) Student Involvement in Assessment (Colleen A. Thoma, Christina C. Bartholomew, & Ronald Tamura); (5) Student Involvement in Meeting Preparations (Mary Held, Patricia Rogan, & Mary Fisher); (6) Student Involvement in Meeting Preparations (Mary Held, Patricia Rogan, & Mary Fisher); (7) Quality Educational Outcomes and Annual Goals (Carol Schall & Colleen A. Thoma); (8) Present Level of Academic Achievement and Functional Performance (Renee Z. Bullano & Katherine M. Wittig); (9) Assistive Technology (Shannon McManus, Frances Smith, & Sharon Jones); (10) Related Services (Pamela S. Targett & Paul Wehman); (11) Transition Individualized Education Planning and Summary of Performance (Elizabeth Evans Getzel, Ann Deschamps, & Colleen A. Thoma); (12) Goal Implementation and Evaluation (Dawn R. Hendricks, Colleen A. Thoma, & Kimberly S. Boyd); (13) Communicating with Team Members (Beth A. Bader, Marsha S. Tennant, & Pamela S. Targett); (14) Evaluating Progress Toward Goals (Pamela S. Targett & Paul Wehman); and (15) Developing Next Steps (Ronald Tamura, Judith Terpstra, & Colleen A. Thoma). An appendix and an index are also included.