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IEP Resource video

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What Is an IEP? | Individualized Education Program Explained

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The IEP team belonging to a student is made up of 8 areas.

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The attached page is a variety of resources available create by the NCSE. These resources cover therapy, behaviour and information on the SET model & have benefits to teachers in class.

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Members of the National Council for Special Education

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This journal by Prunty (2011) discusses the steps of creating an IEP for pupils with Autism spectrum disorder. During this it discusses the collaboration, involvement of parents & the involvement of the SNA. The is extremely useful to read as a teacher as it highlights the roles and processes involved with the structuring of an IEP for children with ASD.

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The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, 'the best interests of the child shall be a primary consideration'.

Acknowledgements

I would like to thank all the adults and children who participated in the study and acknowledge the support of the Special Education Support Service (SESS) who provided access to participants for the survey.

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Implementation of children's rights: what is in 'the best interests of the child' in relation to the Individual Education Plan (IEP) process for pupils with autistic spectrum disorders (ASD)?

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The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children.

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https://ncse.ie/researches/InclusiveEducationFramework_InteractiveVersion.pdf

This framework a guide for schools on the inclusion of pupils with special educational needs.

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" The guidelines in this document present the main features of the IEP process as outlined in the EPSEN Act, 2004. The reader is taken through the steps that are needed to plan, gather information and to write the IEP. The guidelines present a checklist of the essential elements required for an IEP and it is intended that these will form the basis for good practice in the future" (Epsen 2006 .,v)

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This template is taken from SESS.ie, it is one layout for an IEP.

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For PE teachers. this page offers a model, map, module delivery & resource pack for PE teachers to become more inclusive to all students.