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

Sarah Shell Ayala, M. Ed, Allie Boquet, PhD, Paul Mooney, PhD
JAASEP 21(3) (2026) 41-48

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.

DOI: https://doi.org/10.64546/jaasep.669