Student perceptions of their IEP targets

Abstract

The 2001 Code of Practice for Special Educational Needs (DfES, 2001) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross-referenced against an examination of their individual education plans (IEPs) and interviews with the SENCos. Very few students were able to communicate a clear understanding of IEPs. Students’ stated targets mostly reflected mainstream target-setting: very few stated targets matched with those in their IEPs. Consistent with these findings is literature which argues that meaningfully involving students in the IEP process takes considerable time and effort, which would appear to imply that the number of students with IEPs in any one school must be limited. Against this are pressures, particularly from OFSTED but also from examination boards, to have IEPs available as evidence that students’ needs are being met. The article concludes by suggesting that SENCos look to limit the number of IEPs issued, alongside a robust defense of the school’s special educational needs policy within the school evaluation form to ensure that students’ needs are met and also are seen to be met

Using Tablet Technology for Personalising Learning

“…The targets set tend to be for the medium term, that is to say, over a period of months. In cases where the targets are met earlier than anticipated, they are not usually revised or rewritten (Pawley and Tennant, ; Shotton, ).…”

Beyond Legal

“…Students who require extensive intervention, and who have to work harder than most students to learn, will benefit tremendously from highly individualized instruction that takes advantage of intrinsically motivating activities and materials. Ideally, students will participate in goal selection to develop self-determination skills (Martin et al, 2006; Pawley & Tennant, 2008) and to increase motivation. Goals should represent a significant (but not overwhelming) degree of challenge for the student.…”

Using CBM to Help Canadian Elementary Teachers Write Effective IEP Goals

“…As noted earlier in this paper, parents have expressed their desire for IEPs to be less vague and more easily measured in terms of year-end performance indicators (Manitoba Education, Training & Youth, 2001). And finally, when examining the understanding that students have of their own IEP, very few were able to communicate a clear understanding of what was expected of them (Pawley & Tennant, 2008). A quick review of IEP templates and exemplars from provincial IEP guides may provide support to teachers', parents', and students' concerns.…”