In this article the author talks about the
importance of individual education plans (IEP) for special educational needs
(SEN) children. I chose this article because of my huge interest in working
with special educational needs children with a view of expanding my own
professional understanding of individual education plans.
"WHAT IS AN IEP?
An IEP or Individual Education Plan is a plan or programme designed for children with SEN to help them to get the most out of their education. An IEP builds on the curriculum that a child with learning difficulties or disabilities is following and sets out the strategies being used to meet that child’s specific needs.
An IEP is a teaching and learning plan and should set out targets and actions for the child that are different from or additional to those that are in place for the rest of the class. The IEP is not a legal document, which means that the LEA does not have to produce a plan or make sure that a child receives any support that is outlined in the plan."
The author states that an individual educational plan is specially designed for an SEN child's specific needs. In my own experience as a special education needs learning support assistant (SEN LSA) my job role requires me to carry out the IEP for SEN child I am tasked with looking after.
An IEP or Individual Education Plan is a plan or programme designed for children with SEN to help them to get the most out of their education. An IEP builds on the curriculum that a child with learning difficulties or disabilities is following and sets out the strategies being used to meet that child’s specific needs.
An IEP is a teaching and learning plan and should set out targets and actions for the child that are different from or additional to those that are in place for the rest of the class. The IEP is not a legal document, which means that the LEA does not have to produce a plan or make sure that a child receives any support that is outlined in the plan."
The author states that an individual educational plan is specially designed for an SEN child's specific needs. In my own experience as a special education needs learning support assistant (SEN LSA) my job role requires me to carry out the IEP for SEN child I am tasked with looking after.
"WHAT IS THE PURPOSE OF AN IEP?
The purpose of an IEP is to inform the teacher and others working with the child of specific targets for the child and how these will be reached. The IEP allows schools and staff to plan for progression, monitor the effectiveness of teaching, monitor the provision for additional support needs within the school, collaborate with parents and other members of staff and help the child become more involved in their own learning and work towards specific targets."
At my primary school it's the role of the special educational needs co-ordinator (SENCO) and class teacher to decide what additional needs the SEN child requires in the form of interventions to reach the next stage of their learning development.
The purpose of an IEP is to inform the teacher and others working with the child of specific targets for the child and how these will be reached. The IEP allows schools and staff to plan for progression, monitor the effectiveness of teaching, monitor the provision for additional support needs within the school, collaborate with parents and other members of staff and help the child become more involved in their own learning and work towards specific targets."
At my primary school it's the role of the special educational needs co-ordinator (SENCO) and class teacher to decide what additional needs the SEN child requires in the form of interventions to reach the next stage of their learning development.
"WHAT IS IN AN IEP?
An IEP should contain "targets", "provisions" and "outcomes". It should note 3 or 4 short-term targets set for or by the child, the teaching strategies to be used to achieve those targets, the provision that will be put in place, say when the plan is to be reviewed and identify outcomes which show the child’s progress against his/her previous targets.
Information that may be contained in an IEP may include:
An IEP should contain "targets", "provisions" and "outcomes". It should note 3 or 4 short-term targets set for or by the child, the teaching strategies to be used to achieve those targets, the provision that will be put in place, say when the plan is to be reviewed and identify outcomes which show the child’s progress against his/her previous targets.
Information that may be contained in an IEP may include:
- Any likes, dislikes or anxieties that the child may have
- Assessment information
- Details of any other educational plans the child may have
- Details of how the IEP will be co-ordinated
- Details of the child’s additional support needs
- Details of who will be providing the support
- Home-based tasks and the parents’ and child’s comments
- Information and timescales for reviewing the IEP
- Targets that the child is expected to achieve within a specified
period of time
- Parents and child’s details.
Targets set in the IEP should be "SMART", which stands for:
Specific, so that it is clear what the child should be working towards
Measurable, so that it is clear when the target has been achieved
Achievable, for the individual child
Relevant, to the child’s needs and circumstances
Time-bound, so that the targets are to be achieved by a specified
time"
Upon reading this article I stumbled upon the term 'SMART' and as I hadn't heard of the term I contacted friends of mine in my professional network to seek more understanding and whether they find it effective.
"REVIEWING AN IEP
The IEP is a working document and should be reviewed regularly (usually two or three times a year) to ensure that it continues to meet the child’s needs. When reviewing IEPs teachers need to consider both the parents' and the child’s views, the progress made by the pupil, the effectiveness of the IEP, any specific issues that impact on the child’s progress and any changes to targets or strategies. After considering the child’s current progress, new targets should be set to be achieved by the next IEP review."
The IEP is a working document and should be reviewed regularly (usually two or three times a year) to ensure that it continues to meet the child’s needs. When reviewing IEPs teachers need to consider both the parents' and the child’s views, the progress made by the pupil, the effectiveness of the IEP, any specific issues that impact on the child’s progress and any changes to targets or strategies. After considering the child’s current progress, new targets should be set to be achieved by the next IEP review."
In my experience
as a special education needs learning support assistant I have found that when
starting a new IEP set by the special education needs co-ordinator, class
teacher and parents it's important to explain to the SEN child the new interventions
they will be doing and positively explaining how they have progressed to the
next level to help build their own self confidence. I have also found in my experience
that a SEN child's IEP normally consists of three or four individual targets in
certain areas such as communication, literacy, numeracy or behaviour and social
skills. Thanks for reading.
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