Students Directing Individualized Education Programs

Growing movement in school districts enable those with disabilities to lead their own planning meetings

Rocco Manzi had a bad case of stage fright. However, neither that nor his multiple disabilities stopped the 3rd grader with the delightful giggle from standing in front of his IEP team and describing his strengths and weaknesses.

Having a voice in his individualized education program meeting gave Rocco, now in 4th grade in the Baldwinsville Central School District near Syracuse, N.Y., better insights into how he learns, says his mother, Bianca Manzi.

Rocco used those insights during the annual state assessment. When he needed a break, he asked for it. After walking the halls for a few minutes, Rocco returned to his seat and continued with the assessment.

Rocco is one of a growing group of students who, by taking an active role in their IEP meetings, recognize their particular learning needs and advocate for themselves.

“The students have a stronger understanding of themselves as learners,” says Rocco Nalli, the Baldwinsville district’s special education director. “They know what they need, and when moving forward, they can ask for accommodations if they’re not in place for them.”