In transition planning, what is the diagnostician's role regarding student involvement in the IEP process?

• A. Keeping decisions solely with the teacher
• B. Promoting the student's self-determination in the IEP process
• C. Preventing student involvement
• D. Avoiding discussion of long-term goals

Answer: (B)

Promoting the student's self-determination in the IEP process is central to effective transition planning. The diagnostician should empower the student to participate actively, helping them share interests, strengths, and needs and to articulate postsecondary goals. This involves coaching the student for meetings, facilitating understanding of options for education, employment, and independent living, and ensuring the student’s voice shapes the transition services and goals. By involving the student, the IEP becomes more relevant and increases motivation and planning accuracy as they work toward measurable postsecondary outcomes.

Involving the student aligns with policy and practice that support self-advocacy and choice. Keeping decisions solely with the teacher, preventing student involvement, or avoiding discussion of long-term goals would run counter to transition aims and reduce the likelihood of meaningful, personalized planning.