An Individual Education Plan (IEP) is a document detailing a student’s designation,
expected learning outcomes, support services required to achieve learning outcomes, and
adaptations in materials, instruction, or assessment to support their learning. Student-led IEPs put
the emphasis of responsibility and ownership in the hands of the student in the development of
their IEP. This self-study research investigated a change in my practice as I implemented and
observed student-led IEPs. Data was collected through a reflexive journal and field notes, then
analyzed using Reflexive Thematic Analysis. The research found that student-led IEPs provided
the opportunity for framing IEP development as a formative process focused on student learning.
The researcher experienced growth as a Learning Services Teacher (LST) through facilitation of
student leadership in the IEP process, including developing strategies and resources to support
student engagement. Implementing student-led IEPs also significantly impacted the use of time
as a resource. Discussion considered that student-led IEPs may be a catalyst for change by
shifting how educators think about and engage with the development of IEPs from the
perspective of empowering and supporting students in the process. This research may offer
insights to educators considering implementing student-led IEPs in their contexts.
