Implementation of children's rights: what is in ‘the best interests of the child’ in relation to the Individual Education Plan (IEP) process for pupils with autistic spectrum disorders (ASD)?

Professional learning and the individual education plan process: implications for teacher educators

“…Low levels of student engagement and participation were reported consistent with findings from other Irish studies (Prunty 2011, Rose et al 2015. Explanations for lower levels of children's participation provided by their teachers and parents are consistent with barriers typically reported in previous research (Lundy 2007, Blackwell andRossetti 2014), including age and capacity of the children to engage in meaningful decision-making processes.…”

“…Overall teachers reported strong improvement in their use of diagnostic assessment to identify strengths and needs to inform IEP goals, with the exception of the non-academic targets (Ní Bhroin et al 2016) and this was further corroborated in the focus group and documentary data. Also practices related to monitoring and reviewing of targets are reflective of somewhere between 'non-use' and 'technical' levels of use, mirroring conclusions from Prunty (2011). Acknowledging that the IEP may be a working document for all of the five case study schools the documentary evidence suggests that further work is required at an organisational level in terms of increasing class teacher involvement in officially reviewing progress to support contextualising IEP goals into the curriculum and a whole school approach to planning.…”

Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

“…However, amidst economic recession in 2008, there was a deferral on commencement of certain sections of the Act including those pertaining to individual assessment and education plans. In the intervening decade, there has been increasing evidence to suggest that schools in RoI are taking the initiative in developing individual education plans, though with variability and inconsistency in practice (Bergin and Logan 2013;Douglas et al 2012;Ní Bhroin, King, and Prunty 2016;Prunty 2011;Rose, Shevlin, Winter, O'Raw, and Yu Zhao 2012).…”

Rodičovské schůzky vedené žáky

“…Podobné problémy s dokumentací vzešlé z ro-dičovských schůzek jako ve Švédsku přitom vykazují například také rodičov-ské schůzky v Británii, z nichž vycházejí dokumenty IEP (Tennant, 2007). Irská studie v této souvislosti poukázala na to, že žáci i rodiče se méně zapojují, je-li dokumentace složitá (Prunty, 2011). Dokumentace s sebou navíc může nést příliš mnoho byrokratické zátěže a časové náročnosti, což mnohdy ústí ve zjednodušená a mechanická hodnocení žáků (Gross, 2000;sEnCo-Forum, 2001).…”

“…Jiný výzkum také ukázal, že rodiče, kteří shledávají široce koncipovanou dokumentaci příliš složitou, vysvětlují tuto skutečnosti nedostatkem vlastní akademické průpravy (Prunty, 2011). V našem šetření jsme však k tomuto zá-věru nedošli.…”