An ARD committee is developing an IEP for a ninth-grade student with a traumatic brain injury. Which strategy is most likely to effectively support the student's self-determination during IEP development?

• A. Focusing on remediation of deficits.
• B. Delaying IEP decisions until graduation.
• C. Supporting the student in identifying learning strengths and needs.
• D. Providing detailed teacher-directed goals with no student input.

Answer: (C)

Self-determination in IEP development means giving the student a real voice in planning, helping them understand their own abilities, and setting goals they feel invested in. For a ninth-grader with a traumatic brain injury, identifying learning strengths and needs creates a foundation for meaningful choices, self-advocacy, and transition planning. When the student participates in recognizing what they can do well and where they need support, they can set realistic goals, request appropriate accommodations, and stay engaged in the process. This approach contrasts with focusing only on deficits, delaying decisions, or pushing teacher-directed goals without student input, which can undermine motivation and autonomy.