How Individualised Are the Individualised Education Programmes (IEPs): An Analysis of the Contents and Quality of the IEPs Goals

Autor/inn/en	Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Santos, Miguel; Silveira-Maia, Mónica
Titel	How Individualised Are the Individualised Education Programmes (IEPs): An Analysis of the Contents and Quality of the IEPs Goals
Quelle	In: European Journal of Special Needs Education, 28 (2013) 4, S.507-520 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2013.830435
Schlagwörter	Individualized Education Programs; Foreign Countries; Special Education; Student Needs; Severity (of Disability); Disabilities; Educational Objectives; Accountability; Measurement; Special Education Teachers; Inservice Teacher Education; Intervention; Goal Orientation; Planning; Skill Development; Educational Quality; Elementary Education; Student Development; Effect Size; Portugal + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Schweregrad; Handicap; Behinderung; Educational objective; Bildungsziel; Erziehungsziel; Verantwortung; Messverfahren; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Kompetenzentwicklung; Qualifikationsentwicklung; Quality of education; Bildungsqualität; Elementarunterricht
Abstract	The Individualised Education Programme (IEP) is a fundamental document that describes all educational responses to the additional support needs of students, setting up the guideline for their learning and developmental experiences. Specifically, the IEP goals represent the personal destination translated into desirable behaviours and skills that will enable students with additional support needs to meet their educational and functional needs. This paper analysis the quality of the 2497 IEP goals established for 135 Portuguese students with additional support needs and their fit to the students' level of severity and educational level. The quality of IEP goals was measured using the "Revised IFSP/IEP Goals and Objectives Rating Instrument" and the content was categorised in reference to the "International Classification of Functioning, Disability and Health, version for Children and Youth." Findings showed that goals are generally poorly written, particularly in terms of their measurability and that their quality decreases as students' progress in education. Results also showed that IEP goals for students with a highly individualised curriculum do not attend to their needs of more functional contents. The results are discussed in terms of their implications for teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10