Northampton Electronic Collection of Theses and Research

Individual education plans in the Republic of Ireland: an emerging system

Rose, R., Shevlin, M., Winter, E., O'Raw, P. and Zhao, Y. (2012) Individual education plans in the Republic of Ireland: an emerging system. British Journal of Special Education. 39(3), pp. 110-116. 0952-3383.

Item Type: Article
Abstract: The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country examined the extent to which IEPs have been developed and implemented in schools and attitudes towards their use. Interviews were conducted with teachers, parents, pupils and other professionals to gain data related to IEP development and implementation. The findings of the research suggest that schools are taking an initiative in developing IEPs, though there is inconsistency in their use and in perceptions of their usefulness
Additional Information: This paper reports an aspect of research conducted through Project IRIS (Inclusive Research in Irish Schools) funded by the National Council for Special Education, Ireland. PDF removed - publisher's version, cannot be used. Nick 13/5/16
Uncontrolled Keywords: Individual education plans, Republic of Ireland, Special Educational Needs, inclusive education
Subjects: L Education > LA History of education > LA410 Other regions or countries > LA669.61 Ireland
L Education > LC Special aspects of Education > LC65 Social aspects of education > LC71 Education and the state
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education
Creators: Rose, Richard, Shevlin, Michael, Winter, Eileen, O'Raw, Paul and Zhao, Yu
Publisher: Blackwell Publishing
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
Date: September 2012
Date Type: Publication
Page Range: pp. 110-116
Journal or Publication Title: British Journal of Special Education
Volume: 39
Number: 3
Language: English
DOI: https://doi.org/10.1111/j.1467-8578.2012.00548.x
ISSN: 0952-3383
Status: Published / Disseminated
Refereed: Yes
Related URLs:
References: Bowen, G. (2009) Document analysis as a qualitative research method. Qualitative Research Journal 9 (2) 27 - 40 Clark, S, G. (2000) The IEP process as a tool for collaboration. Teaching Exceptional Children. 33 (2) 56 – 66 Cooper, P. (1996) Are individual education plans a waste of paper? British Journal of Special Education. 23 (3) 115 - 119 Cowne, E. (2005) What do special educational needs co-ordinators think they do? Support for Learning. 20 (1) 62 - 68 Creswell, J. W. (2002). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle Creek, NJ: Pearson Education. Deatrick, J, A, & Ledlie, S,W. (2000) Qualitative research interviews with children and their families. Journal of Child and Family Nursing. 3 (2) 152 – 158 Department for Education and Skills (2001) Special Needs Code of Practice. London: DfES Department for Education and Skills (2007) Special Educational Needs: A continuum of Support. Dublin: DES Drasgow, E., Yell, M.L, & Robinson, T.R. (2001) Developing legal, correct and educationally appropriate IEPs. Remedial and Special Education 22 (6) 359 – 373 Dworet, D, & Bennett, S. (2002) A view from the north: special education in Canada. Teaching Exceptional Children 34 (5) 22 – 27 Forlin, C. (2001) The role of the support teacher in Australia. European Journal of Special Needs Education. 16 (2) 121 – 131 Frankl, C. (2005) Managing individual education plans: reducing the load of the special educational needs co-ordinator. Support for Learning 20 (2) 77 - 82 Goepel, J. (2009) Constructing the individual education plan: confusion or collaboration. Support for Learning 24 (3) 126 - 132 Kvale, S. (1994) Ten standard objections to qualitative research interviews. Journal of Phenomenological Psychology. 25 (2) 147 – 173 Labuschagne, A. (2003) Qualitative research – airy fairy or fundamental? The Qualitative Report 8 (1) 100 - 103 Lewis, A. (2003) Accessing, through research interviews, the views of children with difficulties in Learning, Support for Learning 17 (3) 111 – 116 Loreman, T., Deppeler, J, & Harvey, D. (2010) Inclusive Education: Supporting Diversity in the Classroom. London: Routledge Lytle, R, & Bordin, J. (2001) Enhancing the IEP team: strategies for parents and professionals. Teaching Exceptional Children 33 (5) 40 – 44 Mason, C., Field, S, & Sawilowsky, S. (2004) Implementation of Self-Determination Activities and Student Participation in IEPs. Exceptional Children. 70 (4) 441 - 451 Meijer, C. (2003) Special Education Across Europe in 2003. Middelfart: European Agency for Development in Special Needs Education. National Disability Authority (2005) International Experience in the Provision of Individual Education Plans for Children with Disabilities. Dublin: National Disability Authority Ireland New Zealand Ministry of Education (2004) The New Zealand Curriculum Framework. Wellington: Learning Media Limited Oireachtas (2004) Education for Persons with Special Educational Needs (EPSEN) Act. Dublin: The Stationery Office Pearson, S. (2000). The relationship between school culture and IEPs. British Journal of Special Education 27 (3) 145 – 149 Peetsma, T, Vergeer,M, Roeleveld, J, & Karsten , S. (2001) Inclusion in education: comparing pupils’ development in special and regular education. Educational Review 53 (2) 125 - 135 Poppes, P., Vlaskamp, C., de Greeter, K, & Nakken, H. (2002) The importance of setting goals: the effect of instruction and training on the technical and intrinsic quality of goals. European Journal of Special Needs Education. 17 (3) 241 - 250 Robertson, C, & Cornwall, J. (2004) Learning Difficulties: Individual Education Plans. London: David Fulton Rodger, S. (1995) Individual education plans revisited: a review of the literature. International Journal of Disability, Development and Education 42 (3) 221 – 239 Rose, R, & Byers, R. (2004) (2nd edition) Planning the Curriculum for Pupils with Special Educational needs. London: David Fulton Rose, R, & Shevlin, M. (2010) Count Me In: Ideas for Actively Engaging Students in Inclusive Classrooms. London: Jessica Kingsley Ryndak, D. (1996) Adapting environments, materials and instruction to facilitate inclusion. In D, Ryndak & S, Alper (Eds) Curriculum Content for Students with Moderate and Severe Disabilities in Inclusive Settings. Boston: Allyn and Bacon Shotton, G. (2003) Pupil Friendly IEPs: Individual Education Plans for Primary School Children. London: Paul Chapman Stroggilos, V, & Xanthacou, Y. (2006) Collaborative IEPs for the education of pupils with profound and multiple learning difficulties. European Journal of Special Needs Education. 21 (3) 339 – 349 Takala, M., Pirttimaa, R, & Törmänen, M. (2009) Inclusive special education: the role of special education teachers in Finland. British Journal of Special Education. 36 (3) 162 - 172 Tennant, G. (2007) IEPs in mainstream secondary schools: an Agenda for research. Support for Learning 22 (4) 204 – 208 United States Department of Education (1997) Individuals with Disabilities Education Act (IDEA) Washington D.C.: Department of Education United States Department of Education (2004) Guidance on Required Content of Forms Under Part B of the IDEA (Individualized Education Programs). Washington D.C.: Department of Education
URI: http://nectar.northampton.ac.uk/id/eprint/4523

Actions (login required)

Edit Item Edit Item