Teachers’ knowledge and practice relating to the individual
education plan and learning outcomes for pupils with special
educational needs
Ní Bhroin, Órla, King, FionaORCID: 0000-0001-5749-1435 and Prunty, Anita
(2016)
Teachers’ knowledge and practice relating to the individual
education plan and learning outcomes for pupils with special
educational needs.
Reach: Journal of Special Needs Education in Ireland, 29
(2).
pp. 78-90.
ISSN 0790-8695
There is increasing evidence that the individual education plan (IEP) is an integral part of
special educational needs (SEN) provision, and that the process of devising an IEP is important,
and not just the finished product (Tennant, 2007). The Department of Education and Skills has
supported the professional development of teachers in the IEP process through funding post
graduate courses in SEN and Special Education Support Service (SESS) courses on
individualised planning. A study was conducted to evaluate the impact of professional
development specifically related to the IEP process on the understanding, knowledge and
practice of teachers who had completed a Post Graduate Diploma in Special Educational Needs
and on learning outcomes for their pupils with special educational needs (SEN). The study had
two phases of data collection, the first involving the administration of a questionnaire and the
second involving case studies incorporating individual and focus group interviews, observation
of teaching and learning, and documentary analysis. This article reports on the first phase of
the study with findings indicating that the IEP is an established feature of practice, functioning
as a pedagogical tool but with potential for enhancement.
Item Type:
Article (Published)
Refereed:
Yes
Uncontrolled Keywords:
Educational planning; Special education; Educational outcomes