EduCon 2.8

Learning disabled students have long been left out of conversations regarding their personal, academic and professional potential. We’ve been moved to devise a solution to help improve dropout rates among the LD students, increase students use of school assistance and provide LD students with a self-directed assistive technology that will enable them to reach their highest potential.

The IEP is a collaborative tool that develops an action plan for all parties that interact with the student to communicate, report and remediate. What if there was a way to develop a plan of action that incorporated technology? If student's knew their rights and understand the outcome of an IEP meeting and it's future implementation, it would develop a sense of true autonomy for the student and the school.

Only recently student's have been invited into their IEP meetings but only in eighth grade. In the 90s, when I was a student with an IEP, I was never allowed to be in an IEP meeting. I believe that even being able to have a voice in my education would have developed my self advocacy vocabulary. If the student doesn't know what their learning disability is and what the plan is then how can they know what to ask for?

How can we improve the IEP system in order for everyone who's involved to feel supported both in compliance and the process?