Guide · Self-Advocacy & IEP

What should a student say in their IEP meeting? Scripts & sentence starters

Concrete, ready-to-use language for students leading their own IEP meetings. Customize these scripts for different grade levels and disability contexts.

How to use these scripts and starters

The following sections offer example sentences and short scripts that a student can use (or adapt) during their IEP meeting. These are not meant to be memorized word-for-word; they're templates. A student might say them exactly, or they might rephrase in their own words. The goal is to give them language so they don't freeze when asked a question.

Print these, highlight the ones that fit, and have the student practice saying them aloud a few times before the meeting.

Opening: Introduce yourself and set the stage

At the start of the meeting, the student might introduce themselves and briefly say why they're there. Here are a few ways to do this:

Full script (for confident speakers) Hi, I'm [name]. Thank you for being here. Today I want to tell you about how I learn, what I'm good at, what's challenging for me, and what I need to do my best. I'm looking forward to working with you on my goals this year.
Shorter version (for quieter students) I'm [name]. I want to tell you about myself and what I need for school. Thanks for listening.
Even simpler (early elementary) Hi, I'm [name]. I'm here to talk about school.

Talking about your strengths

This is the easiest part, but many students downplay themselves. Encourage specific examples, not vague praise.

Sample full strength statement I'm really good at science. When we do experiments, I pay close attention and remember the steps. I like working with a partner because we can help each other. I also like art—I'm creative and I like drawing detailed pictures.

Talking about your challenges

This requires honesty and a bit of courage. Frame challenges matter-of-factly, without shame. These are true statements, not failures.

Sample full challenge statement Reading is hard for me. The words move around, and it takes me a long time to read a page. Writing is also tough—my hand gets tired and I don't write as fast as other kids. When I'm tired, I can't focus as well, so I do better in the morning.

Talking about what helps you

This bridges from challenges to solutions. What accommodations or strategies actually make a difference? Be specific.

Sample accommodations statement I need extra time to read because it takes me longer. Having the text read aloud helps me understand it better. I also do better when I can take notes on the computer instead of writing by hand—my hand doesn't get so tired that way. And I focus better in a quiet room than in a noisy classroom.

Talking about your IEP goals

Goals can feel abstract to students. Help them understand: what skill are they working on, and why does it matter to them?

Sample goal statement One of my goals is to understand what I read. Right now, I read the words but I forget what happened. I want to get better at remembering the story. This is important because I like books, and I want to enjoy reading them instead of feeling lost.

Asking questions or asking for help during the meeting

It's completely okay for a student to pause, ask for clarification, or admit they don't understand something.

Disagreeing respectfully (if needed)

Sometimes a student might not agree with what the team is saying. They can speak up respectfully.

Closing: What to say at the end

A brief closing acknowledges the team and the conversation.

Full closing Thank you all for helping me with my learning. I'm excited to work on my goals this year, and I'll ask for help when I need it.
Simpler closing Thank you. I'm ready to work on my goals.

Grade-level adaptations

Elementary (grades 3–5)

Keep language simple and concrete. Focus on strengths and challenges. Use shorter sentences. Avoid legal or abstract terminology. Example: "I'm good at drawing. Reading is hard for me. I do better when I use my reader."

Middle school (grades 6–8)

Students can discuss their goals more meaningfully. Start connecting to future interests and why a goal matters to them. Include the idea of accommodations and how they help. Example: "I want to be better at writing because I want to write stories. Extra time helps because I think about my ideas more carefully that way."

High school and transition (grades 9–12)

Connect goals to postsecondary education, work, or independence. Discuss disability identity and self-advocacy more directly. Include legal language (accommodations, modifications, independent goals). Example: "I have ADHD, which affects my ability to focus in busy environments. I need accommodations like extra time and testing in a quiet room. I'm working on time management so that in college I can manage my own schedule."

What not to say

Tips for actually saying these things

Get the complete guide + printable worksheets

The full 42-page bundle includes fillable worksheets to prepare your script, practice conversation guides, and tips for different disability contexts. Join the list for the launch notification.

Honest list: one notification when the bundle launches, plus the occasional free resource. No spam, unsubscribe anytime. We only store your email to send these.