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Area of Science:

  • Education
  • Psychology

Background:

  • The transition from high school to higher education presents unique challenges for youth with learning disabilities.
  • Self-determination and active participation in educational planning are crucial for successful post-secondary outcomes.

Purpose of the Study:

  • To explore how participation in the 'I'm Determined' project influenced youth leaders with learning disabilities to engage in their Individualized Education Program (IEP) meetings.
  • To understand the factors contributing to their involvement in IEP meetings before and during their involvement with the 'I'm Determined' project.

Main Methods:

  • A narrative inquiry methodology was employed to gather and analyze collective experiences.
  • Eight youth leaders with learning disabilities participated, sharing their unique stories and perceptions.

Main Results:

  • A consistent theme across narratives was the significance of actively participating in and leading IEP meetings.
  • Common themes emerged regarding self-determination skills developed through the 'I'm Determined' project, which were essential for IEP meeting engagement.

Conclusions:

  • Participation in the 'I'm Determined' project fostered crucial self-determination skills enabling youth leaders with learning disabilities to lead their IEP meetings.
  • The study highlights the importance of empowering students in their educational journey, particularly during the transition to higher education.