Abstract

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.