الخطة الفردية
Individual Education Plans (IEP
Individual Education Plans (IEP)
In 2008, the MoE led a review of Schools Plus.[i] They found that the Individual Education Plan (IEP) used with disabled students was not seen as youth friendly, the student ‘voice’ was not apparent in the IEP process and an IEP process should be centred on the student’s needs and facilitated by a group of skilled people. It was recommended that the process may include family/whanau, teachers, employers, tertiary providers, community providers and support services. This review also found schools need a whole-of-school commitment to inclusive practice driven by the leaders within schools.
This review also indicated that an IEP should consider:
· The individual supports a student needs to access the general curriculum.
· An awareness of other resources, such as a young disabled person’s peers, that may be utilised to add value to the student’s education.
· Aspects to enhance the likelihood of young people transitioning successfully into work, such as the provision of relevant work experience, starting earlier on transition, flexible funding and transport assistance.
· Using teaching practice to create an inclusive classroom environment - social interactions, learning through joint activity and group participation, ensuring disabled students are not excluded from learning or their peers.[ii]
The MoE Individual Education Plan Guidelines (2008)[iii] differ from the ‘Best Practice Framework for Transition of Disabled Students’ developed in 2007 as part of the Wayne Francis Charitable Trust (WFCT) Transition Project. For example, the IEP guidelines suggest parents and professionals meet, whereas the framework advocates for the active involvement of disabled students.
[i] Frost, M, & Smith, A. (2008). Schools Plus Submission to Discussion Document. Wellington: CCS Disability Action.
[ii] Alton-Lee, 2003
[iii] Ministry of Education Website. (2008). Individual Education Plan Guidelines.
