Youth With Intellectual Disability and Family Perceptions of Individualized Education Program Meeting Participation During Secondary Education.

The importance of youth attendance and leadership during Individualized Education Program (IEP) meetings is widely acknowledged; however, there remain persistently low rates of youth attendance and leadership, particularly for students with intellectual disability. This article describes an analysis of data from the National Longitudinal Transition Study 2012 on youth and parent perspectives of youth with intellectual disability's participation in IEP meetings, specifically the exploration of convergences and divergences in youth and parent report across diverse racial and ethnic groups. The findings affirm low rates of atte ndance and leadership by youth with intellectual disability across racial and ethnic groups, with high agreement between youth and family members. Implications for future research, policy, and practice are discussed.