Improving Self-Advocacy Among Students with Exceptionalities through Student-Led IEPs: A Meta-Synthesis

Abstract

This meta-synthesis explores the relationship between developing self-advocacy among students with exceptionalities through student-led IEPs. Students with exceptionalities often have a more difficult time developing and applying skills necessary for exhibiting self-advocacy. By providing students with an authentic opportunity to practice self-advocacy skills within the context of a school environment, educators better allow students to develop an awareness of self including strengths and needs, both of which are necessary to find success both within and outside of the school framework.