This study examined the effectiveness of interventions used to increase the participation of adolescents with disabilities during individualized education program (IEP) meetings. A systematic literature review and meta-analysis were conducted to identify and synthesize the group-design experimental literature on this topic, as well as evaluate intervention effects. Six studies met inclusion criteria and were included in the analyses. Adolescents who participated in self-advocacy curriculum interventions made significantly more contributions during IEP meetings compared with students in control groups. Given this information, school districts should consider implementing such curricula and making student attendance and participation at IEP meetings a top priority. However, additional high-quality research is needed to expand the evidence base for this practice for students with more severe disabilities.

这项研究检查了用于提高残疾青少年在个性化教育计划（IEP）会议中的参与程度的干预措施的有效性。进行了系统的文献综述和荟萃分析，以识别和综合有关该主题的小组设计实验文献，并评估干预效果。六项研究符合纳入标准，并被纳入分析。与对照组学生相比，参加自我倡导课程干预的青少年在IEP会议期间做出的贡献要大得多。有了这些信息，学区应考虑实施此类课程，并将学生出勤和参加IEP会议列为重中之重。然而，