Increasing Parent and Student Engagement in the Individualized Education Program Process for Secondary Students Transitioning to Adulthood

Sarah Shell Ayala; Allie Boquet; Paul Mooney

Increasing Parent and Student Engagement in the Individualized Education Program Process for Secondary Students Transitioning to Adulthood

Sarah Shell Ayala, M. Ed (Author) Lutrill and Pearl Payne School of Education, Louisiana State University https://orcid.org/0009-0003-7074-2018
Allie Boquet, PhD (Author) Lutrill and Pearl Payne School of Education, Louisiana State University https://orcid.org/0000-0002-8035-660X
Paul Mooney, PhD (Author) Lutrill and Pearl Payne School of Education, Louisiana State University

Abstract

Transition planning is a critical component of individualized education programs (IEPs), yet meaningful student and family participation remains inconsistent. This article examines recent research on student and family engagement in secondary transition planning and identifies practical strategies for strengthening collaboration before, during, and between IEP meetings. These practices emphasize intentional preparation, meaningful participation, collaborative decision-making, and ongoing communication. Together, they position student and family collaboration as an ongoing component of IEP implementation and support transition planning that reflects students’ strengths, preferences, interests, needs, and postsecondary goals.

Keywords

Secondary transition, Individualized education programs, Family engagement, Student participation, Self-determination

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How to Cite

Sarah Shell Ayala, Allie Boquet, & Paul Mooney. (2026). Increasing Parent and Student Engagement in the Individualized Education Program Process for Secondary Students Transitioning to Adulthood. Journal of the American Academy of Special Education Professionals, 21(3), 41-48. https://www.aasep.org/article/view/669