Insider Perspectives on Catalysing the Development and Use of Individualised Education Plans

Autor/inn/en	Timothy, Shamala; Agbenyega, Joseph S.
Titel	Insider Perspectives on Catalysing the Development and Use of Individualised Education Plans
Quelle	In: International Journal of Inclusive Education, 26 (2022) 2, S.160-174 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Timothy, Shamala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1642401
Schlagwörter	Foreign Countries; Individualized Education Programs; Students with Disabilities; Private Schools; Program Development; Program Implementation; Special Education; Inclusion; Culturally Relevant Education; Holistic Approach; Australia + Suchen Sie Ihr Suchwort? Ausland; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Private school; Privatschule; Programmplanung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Holistischer Ansatz; Australien
Abstract	Individual Education Plans (IEPs) are ever-present in inclusive education and frequently used in settings where students with disabilities are included. This phenomenological qualitative study investigated the IEP development and implementation process in two independent schools in the South-Eastern metropolitan region of Victoria, Australia. Primary and secondary school leaders and teachers shared their professional experiences with respect to IEPs by emphasising that collaboration, parental involvement and strong leadership through effective communication supported the development and implementation of IEPs that meet individual student's learning needs. The authors suggest that research in Australia should continue to provide a distinct understanding of the voices of parents and students with special education needs and/or disabilities in the IEP process, as well as their preferences for culturally sensitive support within schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01