Collaborative IEPs for the education of pupils with profound and multiple learning difficulties

Stroggilos, Vasilis; Xanthacou, Yota

doi:10.1080/08856250600810872

Cited by 26 publications

(30 citation statements)

References 14 publications

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“…Moreover, it was evident that parents' participation is based on their personal willingness to participate, rather than on a well-organised system to enhance their collaboration (Stroggilos and Xanthacou 2006). Also, the fact that parents are happier with teachers than with other professionals could be ascribed to the fact that in most schools there is no clear link between parents and services.…”

Section: Discussionmentioning

confidence: 88%

Collaboration and integration of services in Greek special schools: two different models of delivering school services

Strogilos

Lacey

Xanthacou

et al. 2011

International Journal of Inclusive Education

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Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case-study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case studies in five special schools, considered 10 pupils and their parents. Reviews and analyses of the legislation; the use of diaries; participant observations and semi-structured interviews were used for the collection of data. Two different models of service integration which provide different opportunities to the inclusion of pupils with PMLD were revealed since schools have different methods of integrating health and social professionals. In the first model, the school works with outside services, whereas in the second, services are within the school. In addition, roles and responsibilities differ within the different models. Service integration and collaboration were found to be more effective in schools where teachers and health and social professionals work under the same management. The study suggests the expansion of the second model of multidisciplinary collaboration with the integration in schools of health therapists, educational psychologists and social workers. IntroductionThis research study is concerned with the ways in which teachers, parents and health and social professionals collaborate for the education of pupils with profound and multiple learning difficulties (PMLD) in Greek special schools. In particular, we are interested in the process of collaboration between professionals from different disciplines and the effectiveness of their collaboration with respect to the way in which services are integrated in schools. The integration of services is mainly connected with their organisation in the school in terms of the different working relationships between professionals and the consequences of these relationships to collaboration. We consider that the different approaches to service integration in schools provide

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Section: Discussionmentioning

confidence: 88%

Collaboration and integration of services in Greek special schools: two different models of delivering school services

Strogilos

Lacey

Xanthacou

et al. 2011

International Journal of Inclusive Education

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“…Alongside the UK context, it is important to note that IEPs are used as a means of managing SEN provision across the western world, in countries including the USA (e.g., Gartin and Murdick, 2005), Canada (e.g., Alberta Education, 2006), Sweden (e.g., Asp-Onsjo, 2004) and Greece (e.g., Stroggilos and Xanthacou, 2006). While national contexts differ (IEPs in the USA, for example, have a legal status over and above that in the UK), the degree of commonality in the literature, both in terms of opportunities and concerns, is quite remarkable.…”

Section: Introductionmentioning

confidence: 99%

“…it is unclear what the purpose of IEPs is (OFSTED, 1996); G there can be a mismatch between students' needs and IEPs (Catone and Brady, 2005), with inspectors conceding that IEPs can be written more for their benefit than that of children (OFSTED, 1997); G the IEP process can easily become a 'bureaucratic nightmare' -predicted in a UK context by Cooper (1996), with echoes in Lingard (2001) and Gartin and Murdick (2005); G the organizing of the IEP process is found difficult in schools (Bullivant, 2006); G it is difficult in practice to involve pupils and parents in the IEP process meaningfully (Mason, Field and Sawilowsky, 2004;Stroggilos and Xanthacou, 2006); G subject teachers, not least those in the core subjects, can have negative views towards SEN and their responsibilities for children with IEPs (Ellins and Porter, 2005); G there is a lack of consensus as to how IEPs relate to learning and raising achievement (Riddell et al, 2002); G children can have very little sense as to what their IEPs contain (Pawley, 2006), and have negative attitudes towards their IEPs (Lovitt, Cushing and Stump, 1994), with their voice often ignored in the writing of IEPs (Asp-Onsjo, 2004); G the IEP process is effectively based on a behaviourist model (Goddard, 1997(Goddard, , 2005; G while intended as a mechanism for including children within mainstream provision, they can act as a tool of exclusion (McNamara and Moreton, 1997; Asp-Onsjo, 2004); G writing and implementing IEPs is impractical in the secondary sector, with teachers coming into contact with too many children (Gross, 2000).…”

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confidence: 99%

IEPs in mainstream secondary schools: an agenda for research

Tennant

2007

Support for Learning

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Providing children with special educational needs with individual education plans (IEPs) was advocated in the 1994 code of practice for SEN, and retained in the 2000 code. Specifically as it relates to mainstream secondary schools, this has proved highly controversial: many SENCos report that the writing and implementing of IEPs is a bureaucratic encumbrance, whilst others, going about the process of writing IEPs in very different ways, report that the process is both manageable and beneficial to the children concerned. Given this contradictory evidence, there is an urgent need for research into this area. Having looked at three case-studies of schools using very different methods to write IEPs in ways with which they feel comfortable, a research agenda is set out with a view to informing policies which ensure that resources spent on SEN are used as productively as possible

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“…That IEP process is qualified and provides the opportunity to share the resources which had to improve a high quality educational programme, the CWSN, between the family and the IEP team. Families get information about their children's educational environment when they participate in the IEP process, teachers learn about children's house environment of CWSN and improve their skills of working in family-teacher cooperation (Smith, 2001;Stroggilos & Xanthacou, 2006). Accordingly, IEP process supports IEP team to act in cooperation, respect and faith for the purpose that the CWSN are successful in education and get positive outputs (Rock, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…In the examined research studies, it is emphasised that as the family participation increases more, the educational output from the CWSN increases more (Desimone, 1999;Halle, Kurtz-Costes & Mahoney, 1997). Arastirmacilar (McCausland, 2005;Sopko, 2003;Stroggilos & Xanthacou, 2006;Valle & Aponte, 2002;Yanok & Derubertus, 1989) stated that family participation in IEP meetings is stated to be the key factor for this process and suggests that IEP team should be in clear communication with the family and make them feel equal with the other members. That IEP process is qualified and provides the opportunity to share the resources which had to improve a high quality educational programme, the CWSN, between the family and the IEP team.…”

Section: Introductionmentioning

confidence: 99%

Examination of views and suggestions about participation of families of children with special needs in individualised education programme

Yildirim¹,

Akçamete²

2018

CJES

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Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP’s success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is based on qualitative research. Five mothers and a grandmother with CWSN were participated; data are collected via semi-structured interview technique and analysed with inductive analysis technique. This research uncovers that the participants didn’t participate in their children’s diagnosis, assessment, settlement and follow-up processes, and they were not content with the assessment results. Also, the participants who didn’t participate in the IEP weren’t even aware of the legal obligation that they had to and their children’s IEP, they weren’t in cooperation with the teacher in that process, and teachers didn’t show the progress in the children to the families even if they recorded that.Keywords: Children with special needs (CWSN), family, individualised education programmes (IEP).

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Collaborative IEPs for the education of pupils with profound and multiple learning difficulties

Cited by 26 publications

References 14 publications

Collaboration and integration of services in Greek special schools: two different models of delivering school services

Collaboration and integration of services in Greek special schools: two different models of delivering school services

IEPs in mainstream secondary schools: an agenda for research

Examination of views and suggestions about participation of families of children with special needs in individualised education programme

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