PURPOSE The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. METHOD The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined. RESULTS One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. CONCLUSIONS This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward.

中文翻译：

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学生主导的个性化教育计划：自决之门。


目的 本研究的目的是探讨高中毕业一年内就读高等教育的有学习障碍的“我决心”青年领袖的经历，以更好地了解他们是否以及如何参与“我决心”项目促使他们参加个性化教育计划 (IEP) 会议。方法 本研究采用叙述性探究方法的目的是创建一个统一的集体经历故事，描述或解释导致参加 IEP 会议的因素。尽管八个叙述中的每一个对于个人来说都是独特的，但出现了共同的主题，这些主题反映在文献中，并且在参与“我决心”之前的生活和期间的生活的时间连续体中是一致的。结果 一项一致的经验是参与和领导 IEP 会议的重要性。叙述时间线导致我们在参与“我决心”之前和期间的一系列经历中提出了我们的发现。我们决定以这样的方式呈现调查结果，即突出不同时刻参与个别化教育计划的共同主题，同时通过数据中的支持性文本尊重个人叙述。这是一项关于人们对其经历的看法的研究，最好通过参与者的直接引用来讲述。 IEP 体验只是自我决定体验的组成部分。结论 这项研究深入了解了八位“我决心”青年领袖参与者的教育经历，并研究了他们参与“我决心”的重要性以及发展被认为是参与和领导他们的个人化教育计划会议所必需的自我决定技能。 这项研究中记录的他们独特的观点既为该领域提供了信息，又推动了该领域的发展。