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

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Ní Bhroin, Órla and Prunty, Anita (2017) Professional learning and the individual education plan process: implications for teacher educators. Professional Development in Education, 44 (5). pp. 607-621. ISSN 1941-5265

Policy and legislation internationally advocates curriculum access and inclusion for pupils with special educational needs. The individual education plan (IEP) process, which focuses on individual planning for pupils with special educational needs, has been mandated as a means of achieving this goal in many countries. As a concept it has been challenged in terms of its potential to perpetuate difference which is antithetical to inclusion. As a practice concerns have been raised regarding its development, implementation and review. In the Republic of Ireland (ROI) IEPs have been legislated for but not enacted. Nonetheless policy guidelines promote use of the IEP process and state funding supports teacher professional development in this area through an award-bearing model. This article draws on a mixed methods study to evaluate the impact of this award-bearing model on teachers’ professional learning, in the context of IEPs. Findings indicate enhanced teacher expertise for supporting curriculum access for individual learners. However collaborative practices to support contextualisation of learner goals into class planning and practice need to be addressed. This article argues for teacher educators to focus on enhancing teacher leadership and capacity building within schools to ensure that curriculum access is achieved within an inclusive environment.
Item Type:Article (Published)
Uncontrolled Keywords:Professional development; Professional learning; Impact; Individual education plan (IEP) process
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Inclusive & Special Education
Publisher:Taylor & Francis
Official URL:https://doi.org/10.1080/19415257.2017.1398180
Copyright Information:© 2017 International Professional Development Association (IPDA)
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
Funders:Dublin City University Incorporation Journal Publication Scheme [grant number n/a].
ID Code:22226
Deposited On:25 Jan 2018 16:29 by Thomas Murtagh . Last Modified 18 Jul 2023 10:19

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