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IEP and Student Voice – transcript

[On the screen]

Trudy, Ben's mum, talks to specialist teacher Anne about Ben's involvement in his IEP.

Trudy, Ben’s Mum:
When Ben got involved with his IEPs, he was quite reserved in the meetings; he didn’t have much input. But once he got involved with writing his own IEPs and setting his own goals, he had a lot to say. He wanted other adults that were around him to learn the new technologies he was working with, and he’s become more outspoken about his goals and what he wants to achieve, in his learning experiences at school.

[On the screen]

Annie Guerin, specialist teacher, interviews Ben about how he wants to work with his IEP now that he is a high school student. (March 2012)

Annie:
Now that you are at high school, I’m wondering how you think an IEP should work for you?

Ben:
Have some idea on paper.

Annie:
So you want to put some ideas on paper, the teachers to put some ideas on paper?

Ben:
Yep. 

Annie:
And the teachers would give that information to Miss Donovan? 

Ben:
Yep. 

Annie:
Okay, so what about the IEP, how would you like your IEP to be written? 

Ben:
By computer. 

Annie:
You’d like it on the computer? 

Ben:
Yep. 

Annie:
And what would you like on that IEP so that you could read it? 

Ben:
Words. 

Annie:
Words? 

Ben:
Yep. 

Annie:
And what else? 

Ben:
And pictures. 

Annie:
Words and pictures together? 

Ben:
Yep.

Annie:
Okay. Would you like the copy of your IEP on paper?

Ben:
Not really. 

Annie:
Not really. Just the computer?

Ben:
Yeah

[On the screen]

Annie asks Trudy, "What involvement would you like to see Ben have in his IEP now that he is at high school?"

Trudy:
As he had before at primary school, because setting his own goals is what he should be doing. It’s about him.

[On the screen]

Thank you to Ben's family and learning support team for sharing their experiences of the IEP process.

Thank you to Annie Guerin for conducting the interviews and supplying the video clips.

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