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Looking at DEIS schools, we see how there is a higher prevalence of SEN students in DEIS schools than other schools.
6% of DEIS schools have over 40% of the students with EBD ( Emotional Behavioural Difficulties)
18% of DEIS schools have a student cohort of 40% with maths difficulties,

30% of non-DEIS schools have a student cohort of 5% with maths difficulties
This shows the difference between DEIS and the rest of the schools, the statistics show that DEIS (Delivering Equality of Opportunity In Schools) schools have the majority of SEN students and can suffer implications from this, implications can occur when IEP's are not correctly implemented or not present at all, as its not a legal requirement to have an IEP.
Its important in these schools that appropriate IEP's are implemented for students to give them to best possible chance of maximising their potential, that is what education is about, getting students to maximise their potential.

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EPSEN states that the learner is the heart of the process, which is true, a student will spend most of their time at school and at home, so its important that good environments are in place where the student spends their most amount of time. The role of the parents is extremely important as well, parents will be consulted about education plans, they will receive copy's of the plans, they will be informed and receive reports of any reviews, its important that parents keep motivating the student while also being a crutch to rely on in times of difficulty and need for the student.
Regarding the learner its important that they play a vital part in the process, they should be encouraged to set their own targets and co-operate on how they feel they best learn information, this is especially helpful for teachers.

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Implementation of IEP's in Physical Education

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Implementation of IEP's in Physical Education

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Implementing IEP's into my chosen subject (Physical Education) has numerous steps to it. The first step regarding this would be to approach the students IEP team in regards to what the students capabilities are and take note of how other teachers are trying to maximise their potential in the class setting.
As regarding the space in which Physical Activity takes place in the school the teacher should do an audit, this is in regards to the safety of the student, the teacher has to ask themselves, is this a safe space? do I need the use of assistive devices? can students hear/see me in all areas of the space? do I need to alter equipment used for the safety of the student?
These are all questions a teacher must ask and answer before the class begins. As regards when the class begins there are some cues that can be used to make the student feel as comfortable as possible, such as, praising every honest effort the student makes, limiting the number of observers watching the student (have all drills/games going at once with particular care being based on SEN student) and change task demands/rules where necessary for the student.

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(If not showing up please click on image)

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Finally, I feel IEP's should be a vital element in our schools as they promote maximising students potential for those who particularly struggle in doing so on their own, its important that enough resources are in place to help such students, especially as its not a legal requirement to do so, IEP's can be extremely successful if implemented correctly with an parties doing what is asked of them. Teamwork is a vital cog in IEP's as the main objective is maximising the students potential, nothing else, if I were to say an area to improve n it would be more funding/resources for those in DEIS schools where the majority of SEN students attend, these students cannot be left behind and with the proper guidance they wont be.

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Useful basic resource for Physical Education teachers on facilitating students with SEN

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National Center on Health, Physical Activity and Disability (NCHPAD)

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Physical Education Routine for Children with Autism

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There are 5 broad categories of SEN, (Special Education Needs)
These include,
Physical and Sensory
Intellectual or General Learning Disability
Specific Learning Disability
Autism Spectrum Disorder
Mental Health Difficulties
Looking at the prevalence of SEN in Ireland we see how it has increased from 17.7% in 2006 to 25% of the population in 2010, the rising figures of SEN students in Ireland show the importance of IEP's in education, even though they are not required by law.
-Students from lower socio-economic groups more likely to have an SEN

-Boys from lower socio-economic groups more likely to have an SEN
A common theme here is how lower socio-economic groups are more likely to have an SEN, without the proper system in place especially in lower economic groups there can be occasions where IEP's are not up to scratch, this needs to be worked on from the government down to the teachers, every student deserves the chance to maximise their potential.