Inclusive School Leaders' Perceptions on the Implementation of Individual Education Plans

Autor/inn/en	Timothy, Shamala; Agbenyega, Joseph S.
Titel	Inclusive School Leaders' Perceptions on the Implementation of Individual Education Plans
Quelle	In: International Journal of Whole Schooling, 14 (2018) 1, (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Individualized Education Programs; Educational Planning; Program Implementation; Inclusion; Foreign Countries; Administrator Attitudes; Disabilities; Phenomenology; Elementary Schools; Secondary Schools; Private Schools; Student Needs; Professional Continuing Education; Qualitative Research; Focus Groups; Australia + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Bildungsplanung; Inklusion; Ausland; Handicap; Behinderung; Phenomenological psychology; Phänomenologie; Psychologie; Elementary school; Grundschule; Volksschule; Sekundarschule; Private school; Privatschule; Berufsfeldbezogener Unterricht; Weiterbildung; Qualitative Forschung; Australien
Abstract	Given increases in student diversity in our schools and classrooms of which students with varying disabilities and additional needs form a part, school leaders have a greater responsibility of ensuring that all students irrespective of their developmental backgrounds benefit from quality education. One of the approaches school leaders use to make quality education accessible to students with disability and/or additional needs is through the adoption of IEPs to inform pedagogy. Although not a legal requirement in Australian schools, some school leaders have adopted IEPs for use by teachers in supporting students with disability and/or additional educational needs. This phenomenological study explores the roles and experiences of five primary and seven secondary school leaders from two independent schools in metropolitan Victoria who adopt and use IEPs in their schools in programming for quality inclusive education for students with disability and/or additional needs. Thematic analysis of the data indicated that IEPs are used by the school leaders as planning documents which provide a means of communicating students' learning needs. School leaders encouraged collaboration and consultation amongst colleagues when developing IEPs. Continuous professional learning was identified as key to the effective implementation of IEPs; yet, school leaders reported that there was no single best approach in acquiring professional development in utilising IEPs to educate students with disability and/or additional needs. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01