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IEP targets | A bank of targets for an individual education plan (IEP)

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This collection of targets for individual education plans (IEPs) has been categorised in line with the UK SEN code of practice.

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IEP Writer - Individual Education Plans and Learning Plans

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Writing IEPs or Learning Plans is an essential step towards supporting pupils with special or additional needs. They provide a concise summary of the issues faced by the child and the strategies schools put in place to address these.

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In common with many other psychological services and best international practice, the National Educational Psychological Service (NEPS) has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring.

Psychologists use a problem solving and solution focused consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties.

Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention.

This process has been advised and communicated to schools in the following guidelines and resource materials:

Information for Primary Schools

Special Education Needs - A Continuum of Support

Guidelines for Teachers download PDF

Resource Pack for Teachers download PDF

Behavioural Emotional and Social Difficulties - A Continuum of Support

Guidelines for Teachers download PDF

Information for Post Primary Schools

A Continuum of Support for Post Primary Schools

Guidelines for Teachers download PDF

Resource Pack for Teachers download PDF

Student Support Teams

A Guide to Establishing a Team or Reviewing an Existing Team PDF

Information common to Primary and Post Primary Schools

Student Support File

This word version of the Student Support File, allows schools to insert their own logo and use and adapt the format. It offers a flexible, generic 'Support Plan' and 'Support Review Record' that can be used at all levels of support.

Supporting 'Guidelines for Teachers' document is also available:

An overview and the key elements of what we do in NEPS are outlined below.

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In common with many other psychological services and best international practice, the National Educational Psychological Service (NEPS) has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring.

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NOTE: This is not an exhaustive list of tests, nor is it intended to be a recommended list of tests.

The abbreviation c.a. refers to the chronological age span recommended by the test publisher.
1. Computerised Tests 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Some Tests for Adults 1. Computerised Tests School-based Tests of General Ability Speech and Language Tests Reading / Listening Comprehension Tests Phonological Tests Mathematics/Number Tests Individual Reading Comprehension Tests Individual Word Recognition Tests 2. Diagnostic Reading Tests Individual Sentence Reading Tests Group / Individual Spelling Tests Group Reading Comprehension Tests Early Screening Tests
3. Dyslexia Screening Tests

· Lucid CoPS (Cognitive Profiling System) Baseline Assessment - Singleton. (ca 4 to 5 ½ years) assesses ability in literacy, mathematics, communication skills and personal and social skills. Lucid Technologies.

· Lucid CoPS (Cognitive Profiling System) - Singleton. (ca 4 to 8 years) computerised, diagnostic screening of: phonological awareness, auditory discrimination, visual memory, auditory-verbal memory, sequencing and colour discrimination. Lucid Technologies.

· LASS (Lucid Assessment Systems for Schools) Junior- Singleton. (ca 8 to 11 years) computerised, multifunctional assessment of: visual memory, auditory-verbal memory, phonic skills, phonological skills, single word reading, sentence reading, spelling and reasoning. Lucid Technologies.

· LASS (Lucid Assessment Systems for Schools) Secondary - Singleton. (ca 11-15) computerised, multifunctional assessment of: visual memory, auditory-verbal memory, phonic skills, phonological skills, single word reading, sentence reading, spelling and reasoning. Lucid Technologies.

· Lexia Comprehensive Reading Test (ca 5-18) computerised assessment of: phonological awareness, phonics and reading skills, sight words, reading comprehension, rate, and fluency. Lexia Learning Systems.

· Lexia Quick Reading Test (ca 5-18) - computerised assessment of: alphabet skills, word attack skills, and automaticity with sight words. Lexia Learning Systems.

· Quickscan (third level) - computerised screening tool that identifies learning styles, study needs, and the likelihood of dyslexia. Interactive Services, Ltd.

· Studyscan (third level)- computerised assessment of: Verbal Reasoning, Non-verbal Reasoning, Coding, Visual Digit Span, Audio Digit Span, Visual Discrimination, Vocabulary, Audio Spelling, Comprehension, Speed of Reading, Speed of Copying, Speed of Writing, Spelling Recognition, Numerical Calculations and Application of Maths. Interactive Services, Ltd.

· Superspell Assessment Disk (6 years to adult): assesses user's stage of spelling development and identifies specific spelling weaknesses. 4mation.

· Diagnostic Reading Record (c.a. 6 - 11) [uses miscue analysis] Arnold, Hodder & Stoughton, 1992.

· Macmillan Diagnostic Reading Pack (c.a. 5 - 9) Ames, NFER-Nelson, 1991.

· QUEST II, Screening, Diagnostic and Remediation Kit (c.a. 7 - 8) Robertson et al, Arnold & Wheaton, 1995.

· Tests of Initial Literacy (c.a. 7 - 12) Kispal et al, NFER-Nelson, 1989.

· Sandwell Group Phonics Test (c.a. 7-9) Muggeridge and Bowen, NASEN, 1990

· Bangor Dyslexia Test (all ages) Miles, LDA, 1983.
5. Group Reading Comprehension Tests
· Dyslexia Early Screening Test - 2 nd ed.(c.a. 4 ½ - 6 ½) (subtests include Rapid Naming, Beads Threading, Phonological Discrimination, Postural Stability, Rhyme Detection, Forward Digit Span, Digit Naming, Letter Naming, Sound Order, Shape Copying and Visual Processing) Nicholson & Fawcett, The Psychological Corporation, 2003.

· Dyslexia Screening Test (c.a. 6 ½ - 16) (subtests include One minute reading, Two minute spelling, One minute writing, Diagnostic tests, Rapid naming, Bead threading, Postural stability, Phonemic segmentation, Backwards digit span (audio tape), Nonsense passage reading and Verbal and semantic fluency) Nicholson & Fawcett, The Psychological Corporation, 1996.

· Group Screening Tests for Identifying Pupils at Risk with Specific Learning Disabilities (Level Alpha: c.a. 4 ½ - 7; Level A: c.a. 8 - 9; Level B: c.a. 11 - 12; Level C: c.a. 13; Level D: c.a. 16+) Ann Arbor, 2000.

· Slingerland High School Level Screening for the Identification of Language Strengths and Weaknesses. Murray and Beis, (1993) Cambridge, MA: Educators Publishing Services.

· Base-line Assessment for NI. CCEA, 2000. (c.a. 4).

· Belfield Infant Assessment Profile (c.a. 4 - 7) Spelman & McHugh, Folens, 1994.

· Bury Infant Check (including language, learning styles, memory, number and perceptual motor skills) (c.a. 4.1-5.6) Pearson & Quinn, NFER-Nelson, 1986).

· Early Literacy Test (c.a. 4:6 - 7:5) (including book and story concepts, word recognition skills and knowledge of sounds and letters) Hodder and Stoughton, 2000.
Group / Individual Spelling Tests
· Early Years Easy Screen (EYES) (c.a. 4 - 5) (including pencil co-ordination, active body movement, number, oral language, visual reading and auditory reading). Clerehugh et al, NFER-Nelson, 1991.

· Infant Index (c.a. 4 - 5+) Desforges & Lindsay, Hodder & Stoughton, 1996.

· LARR Test of Emergent Literacy (Linguistic Awareness in Reading Readiness) (c.a.: 4-5) NFER-Nelson, 1993.

· Middle Infants Screening Test (& Forward Together) (c.a. 5 - 6) (a practical screening tool which focuses on reading and writing skills and provides a comprehensive screening, diagnostic and recovery package) Hannavy, NFER-Nelson, 1993.

· PIP Developmental Charts (c.a. 0 - 5) (including physical development, social development, eye-hand development, development of play and language development) Hodder & Stoughton, 1998.

· QUEST II, Screening, Diagnostic and Remediation Kit (c.a. 7 - 8) Robertson et al, Arnold & Wheaton, 1995.
7. Individual Sentence Reading Tests 8. Individual Word Recognition Tests
· Drumcondra Primary Reading Tests (6 levels for primary classes 1 - 6) Educational Research Centre, Dublin, 1994, 1997.

· Group Reading Test II (GRT II) (c.a. 6:0 -15:3) NFER Nelson, 1998.
9. Individual Reading Comprehension Tests
· Macmillan Group Reading Test (c.a. 8 - 16) NFER-Nelson, 1990.

· Macmillan Group Reading Test (c.a. 9 - 14) {available as sentence completion or context comprehension} NFER-Nelson, 1990.
10. Mathematics/Number Tests
· MICRA-T (Mary Immaculate College Reading Attainment Test) - Wall and Burke (Level 1: Sr. infants - 1 st class; Level 2: 1 st - 3 rd class; Level 3: 4 th - 6 th class) Fallons, 1988. (revised version due)

· Reading Progress Tests - D. Vincent. (c.a.: 5 - 11) Hodder and Stoughton, 1996.

· Richmond Tests of Basic Skills, 2 nd ed. (c.a. 8-14)(basic curriculum areas, such as vocabulary, reading, language, studying skills and mathematics) Hieronymus et al, NFER-Nelson, 1988

· The Suffolk Reading Scale, 2nd ed. (multiple-choice, sentence completion; 2 parallel forms; 3 levels: c.a. 6 - 7, c.a. 8 - 10 & c.a. 11 - 14) NFER-Nelson, 2001.

· Wide Span Reading Test - revised (c.a. 7 -14) Brimer, NFER-Nelson, 1984

· British Spelling Test Series 1 - 5 (c.a. 5 - 24) NFER-Nelson, 1996.

· Diagnostic Spelling Test (c.a. 7 - 11) (seven sub-tests) Vincent & Claydon, NFER-Nelson, 1982.

· Drumcondra Primary Spelling Test (6 levels for primary classes 1 - 6). Educational research Centre, Dublin, 2003.

· Parallel Spelling Tests (c.a. 6 - 15) Young, Hodder & Stoughton, 1983.

· Spelling in Context - Peters & Smith, Windsor: NFER-Nelson 1990.

· Wide Range Achievement Test, 3 rd ed. (c.a. 5 - 75) Jastak Associates, 1993.

· Salford Sentence Reading. Hodder and Stoughton, 2000 (c.a. 6.10 - 11.9)

· Macmillan Graded Word Reading Test (c.a. 6 - 14) NFER-Nelson, 1985.
13. Speech and Language Tests 14. School-based Tests of General Ability
· Wide Range Achievement Test, 3 rd ed. (c.a. 5 - 75) Jastak Associates, 1993.

· WRAPS Word Recognition and Phonic Skills (c.a. 4 - 8) Hodder & Stoughton, 1994.

· Macmillan Individual Reading Analysis (c.a. 5 - 10) Vincent & de la Mare, NFER-Nelson, 1990.

· Neale Analysis of Reading Ability - Revised (c.a. 5 - 13) (rate, accuracy and comprehension of reading with miscue analysis) NFER-Nelson, 1989.

· The New Reading Analysis (NRA) (oral reading ability and comprehension)(c.a.: 6.5-12.4 years) NFER-Nelson, 1985)

· Basic Number Screening Test, Gillham & Hesse, Hodder & Stoughton, 1987.

· Diagnostic Inventory of Basic Skills and Learning Style in Mathematics - Chinn, The Psychological Corporation, 1998.

· Drumcondra Primary Mathematics Test (classes 1 - 6) Educational Research Centre, Dublin, 1998.

· Profile of Mathematical Skills (c.a. 8 - 14) - France, NFER-Nelson, 1979.

· Richmond Tests of Basic Skills, 2 nd ed. (c.a. 8-14)(basic curriculum areas, such as vocabulary, reading, language, studying skills and mathematics) Hieronymus et al, NFER-Nelson, 1988

· Wide Range Achievement Test, 3 rd ed. (c.a. 5 - 75) Jastak Associates, 1993.

· SIGMA-T - Wall and Burke, Mary Immaculate College. Fallons, 1990.

· Phonological Assessment Battery - Frederickson et al, (c.a.: 6-15) (subtests include alliteration, rhyme, spoonerisms, non-word reading, naming speed (pictures and digits), fluency (alliteration, rhyme and semantic) NFER-Nelson, 1995.

· Phonological Abilities Test (c.a. 4 - 7) Muter, Hulme & Snowling The Psychological Corporation, 1991.

· Preschool and Primary Inventory of Phonological Awareness (c.a. 3 - 6 11/12- Dodd et al.

· Test of Phonological Awareness (c.a. 5 - 8) - Torgesen & Bryant, The Psychological Corporation, 1994.

· Pupils' Test of Non-Word Repetition (4 - 8) Gathercool & Baddely, The Psychological Corporation, 1996.

· Graded Non-Word Reading Test, Snowling et al, Thames Valley Test Company, 1996.

· Listening and Literacy Index (c.a. 6 - 9) Weedon & Reid, Hodder & Stoughton, 2001.

· The AFASIC Language Checklists (screening for speech and language difficulties) (c.a. 6 -10) LDA, 1999.

· Children's Abilities Test, 3 rd ed. (CAT) (c.a. 8 - 15) Thorndike et al, NFER-Nelson, 1986

· Drumcondra Reasoning Test (assessment of verbal and numerical reasoning for 1 st and 2 nd year post-primary pupils) Educational research Centre, Dublin, 1998.

· Pupils' Abilities Test, 3 rd ed. (CAT) (c.a. 7.6 - 15.9) (including verbal, quantitative and non-verbal reasoning ability) Thorndike et al, NFER-Nelson, 1986.

· Non-Verbal only: Matrix Analogies Test (c.a. 5 - 16) (short form) - Naglieri, Charles Merrill Pubs., Columbus, Ohio.

· Non-Verbal only: Non-Verbal Reasoning Test Series (c.a. 8 -9, 10 - 11 & 12 - 13) Smith & Hagues, NFER-Nelson, 1993.

· Non-Verbal only: Raven's Progressive Matrices, 3 rd ed. (visuo-spatial reasoning) - J. C. Raven, NFER-Nelson, 1998.

· Verbal only: Non-Reading Intelligence Tests 1 - 3 (c.a.: 6.4-13.11) (four orally-presented, verbal subtests) - D. Young, Hodder & Stoughton, 1989.

· Verbal only: British Picture Vocabulary Scale II {receptive vocabulary; long form} (c.a. 3 - 15.8) Dunn et al, NFER-Nelson, 1997

· Verbal only: Mill Hill Vocabulary Scale - J. C. Raven, NFER-Nelson, 1998.

· Verbal only: Verbal Reasoning Test Series. (c.a.: 7:3 - 14:3) NFER-Nelson, 1993.

· Scholastic Abilities for Adults - Bryant et al. Austin, TX: PRO-ED, 1991.

National Adult Reading Test - Nelson and Willinson, Windsor, UK: NFER-Nelson, 1991.

The Dyslexia Adult Screening Test - Nichols and Fawcett London: The Psychological Corporation, 1998.

The Wide Range Achievement Test, 3rd ed. - Wilkinson, Jastak Associates, 1993.

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Lists of Tests | National Council for Special Education - CPD and In-School Support

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NOTE: This is not an exhaustive list of tests, nor is it intended to be a recommended list of tests.

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Supporting Pupils with Special Educational Needs in Mainstream Schools - Primary | Special Education Support Service

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The Guidelines for Primary Schools (Supporting Pupils with Special Educational Needs) aim to provide guidance to schools on the use, organisation and deployment of additional teaching resources for pupils with special educational needs. This guidance is provided in the context of a revised model for allocating special education teaching resources which was introduced by the Department of Education and Skills in September 2017.