Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings, and the predictors of these outcomes. Respondents included 1,183 parents of students with disabilities across all grade levels. Results indicated that only a third of students attended their most recent IEP meeting. Most students who did attend their meeting were not actively participating. Results from a factor analysis of participatory behaviors challenge previous conceptualizations of student participation. Predictors of student involvement included strength of the parent–teacher partnership, as well as certain student characteristics related to grade and disability type. Implications are discussed.

个性化教育计划（IEP）会议是特殊教育的重要组成部分；但是，很少有学生真正参加并有意义地参加他们的会议。通过一项大规模的全国性调查，该研究调查了学生出勤和参加IEP会议的情况，以及这些结果的预测因素。受访者包括1,183名各个年级的残疾学生家长。结果表明，只有三分之一的学生参加了最近一次的IEP会议。参加会议的大多数学生都没有积极参加。参与行为的因素分析结果挑战了以前的学生参与概念。学生参与程度的预测因素包括家长与老师之间的合作伙伴关系的实力，以及与年级和残疾类型相关的某些学生特征。讨论了含义。