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The evolution of federal special education legislation since the 1975 passage of the Education for All Handicapped Children Act (EHA, P.L. 94-142) has seen a steady strength-ening of the intent that parents be full partners with school staff in educational planning for their children and that youth with disabilities meaningfully participate in planning their own post–high school transition so that their prefer-ences and goals guide the planning process. That landmark legislation made the Individualized Education Program (IEP) the cornerstone of special education needs identifica-tion, goal setting, service and setting definition, and student assessment (Fish, 2008; Goldstein & Turnbull, 1982), and school districts became responsible for scheduling and facilitating IEP meetings in ways that maximize the oppor-tunity for parents to help determine these critical aspects of their children’s education (Drasgow, Yell, & Robinson, 2001; Simpson, 1996). EHA also specified that students could participate in their IEP meetings, as appropriat