1. The Education for Persons with Special Educational Needs Act and Individual Educational Planning
Mary Nugent NEPS, January 2006

2. Education for Persons with Special Educational Needs Act 2004
The National Council for Special Education
The inclusion of children with special educational needs
Mary Nugent NEPS, January 2006

3. Definition of special educational needs
‘Special educational needs’ means, in relation to a person, a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition and cognate words shall be construed accordingly. (section 1)
Mary Nugent NEPS, January 2006

4. Section 3
The school must make all practical efforts to assist a child who is not benefiting from the regular educational programme
The principal can arrange an assessment if there is concern about special educational needs
If the child is found to have special educational needs, an education plan must be prepared within one month
Mary Nugent NEPS, January 2006

5. Section 3 Education Plan
The Council will set down guidelines for educational plans
For the time being, schools are expected to comply with the guidance in section 9 (3)
Parents must be consulted in the planning process
Parents must get a copy of the plan
Mary Nugent NEPS, January 2006

6. Section 3
The school can request the Council to prepare the education plan (a section 8 educational plan)
The Council may refuse
Any dispute would then be referred to the Appeals Board
Mary Nugent NEPS, January 2006

7. Section 8 Education Plans
Children with more complex needs, perhaps requiring multi-disciplinary input
Also covers pre-school children
More formal planning processes
The SENO will ‘cause to be prepared a plan for the appropriate education of the child’ Section 8 (1)
Mary Nugent NEPS, January 2006

8. Section 8 Education plans
SENO convenes a ‘team’ of people
The team will include the school principal and the parents of the child
The team may also include the child, a psychologist and/or a professional person nominated by the parents
Child’s parents must be included in team
Education plan must address ‘educational needs’ and ‘any other needs identified in the child’s assessment’.
Mary Nugent NEPS, January 2006

9. Section 9 The Content of Education Plans (both section 3 and section 8 plans)
The nature and degree of the child’s abilities, skills and talents
The nature and degree of the child’s special educational needs and how those needs affect his/her progress
The present level of educational performance of the child
The special educational needs of the child
Mary Nugent NEPS, January 2006

10. Content of Education Plans cont.
The special education and related support services to be provided to the child
The special education and related support services for effective transition from pre-school to primary and from primary to post primary school
The goals which the child is to achieve over a period not exceeding 12 months
Mary Nugent NEPS, January 2006

11. Section 9 Education Plans cont.
Schools are obliged to implement an education plan and will be provided with the resources to do this
The National Council may prepare guidelines with respect to the matters to be provided in an education plan
Mary Nugent NEPS, January 2006

12. Section 11- Reviews
Plans must be reviewed regularly (at least once per year)
Schools must carry out reviews
Schools must report on reviews to parents
Schools must report on reviews to the SENO
SENO may reconvene team to review plan and amend it
Parents can request a review
Mary Nugent NEPS, January 2006

13. What is an IEP ? An individual educational plan
Both a process and a product
Mary Nugent NEPS, January 2006

14. An IEP is… Special Individualised Has a shelf life of one year (max)
Specifies targets and goals
Specifies learning outcomes
Specifies teaching methods/ strategies
Is regularly reviewed
Is shared with parents/ carers
Is shared with students
Mary Nugent NEPS, January 2006

15. Why have an IEP? It makes best use of assessments
It gives focus to our work
It establishes priorities
It clarifies expectations
It engages parents
It motivates students
It documents success
It facilitates review
It provides on-going information
Mary Nugent NEPS, January 2006

16. An IEP is a working document
Mary Nugent NEPS, January 2006

17. Sample IEPs What does a really useful IEP look like?
What should be included?
In how much detail?
Mary Nugent NEPS, January 2006

18. Please bear in mind that these are ‘real world’ IEPs about real children and prepared by real teachers. Please discuss them in a respectful and sensitive way. Every effort has been made to respect the confidentiality of the children and their teachers.
Mary Nugent NEPS, January 2006

19. Planning Meetings Identify key participants
Have someone willing and able to chair the meeting
Set some kind of agenda/ format
Involve everyone
Encourage participants to come with some draft targets/ strategies
Write down key agreed actions
Mary Nugent NEPS, January 2006

20. Agenda for Planning Meetings
Introduce everyone (in meaningful way)
Talk about the child’s strengths and progress
Talk about the areas for development
Invite proposed targets and strategies
Agree and fine tune targets and strategies
Agree how the meeting will be documented and disseminated
Mary Nugent NEPS, January 2006

21. Planning to write an IEP
Strengths
Special interests and particular gifts
(The nature and degree of the child’s abilities, skills and strengths)
Mary Nugent NEPS, January 2006

22. Presenting difficulties Expressed in precise behavioural terms
(the nature and degree of the child’s special educational needs and how these needs affect his/her progress)
With baseline information
(the present level of educational performance of the child)
Mary Nugent NEPS, January 2006

23. Summary of Special Needs
A summary statement that all parties agree
(the special educational needs of the child)
A description of the support services that will be in place
(the special education and related support services to be provided to the child)
Mary Nugent NEPS, January 2006

24. Priorities/ Long term goals
Having a sense of shared vision and purpose
What is the child not doing now that you would like him/ her to be doing by the end of the year?
Mary Nugent NEPS, January 2006

25. Goals
Under the terms of the Act, long term goals, priority learning needs, targets and strategies all come under the heading ‘goals’
(the goals which the child is to achieve over a period not exceeding 12 months)
Mary Nugent NEPS, January 2006

26. Further Information Checklist of behaviour/ learning
Curriculum based assessment
Classroom observation
Assessment by other professional (speech & language/ psychologist)
In-depth interview with parents / carers
Mary Nugent NEPS, January 2006

27. Targets should be: Observable Measurable Realistic Positive
Can you prove that a target has been achieved?
Mary Nugent NEPS, January 2006

28. Writing Targets Targets are about what the child is going to achieve
Examples:
Mark will learn to read 10 words on sight (ORT), Chip, Kipper, Mum, Dad, Floppy, Biff, wanted, looked, at, was.
Sinead will put up her hand and wait until asked to contribute to class discussion
Mary Nugent NEPS, January 2006

29. Developing Strategies
Strategies should be evidence based
Strategies need to be reviewed regularly (especially in behaviour management)
Strategies may
Specify time and place
Name the person(s) monitoring/ supporting
Specify particular equipment/ materials
Mary Nugent NEPS, January 2006

30. The written plan Should be positive Should focus on key areas
Should be entirely accessible to parents and use professional and respectful terms
Is not written in stone and can be modified
Should be signed and agreed by parents and a member of staff (and child, if relevant)
A copy should be given to parents and to local SENO
Mary Nugent NEPS, January 2006

31. What to do with the written Education Plan
Make sure relevant staff have a copy
Parts (or all of it) can be on display as an aide memoir
Look at it from time to time
Discuss it with the child and review progress informally
Use it to inform teaching
Modify and annotate as needed
Mary Nugent NEPS, January 2006

32. Reviewing Should actively involve child and parents
Should involve teachers and support staff
Informally, in school, as required
At least one formal review per year
Mary Nugent NEPS, January 2006

33. Agenda for review meeting
What progress has the child made?
Which targets have been achieved?
How successful were strategies used?
What are the next steps?
Should alternative strategies be tried?
Is a more detailed assessment needed?
Is everyone clear about what has been agreed?
Who will do what, by when?
Mary Nugent NEPS, January 2006

34. Involving Parents A process of joint consultation
Ask for their input in advance of formal meetings
Empower parents by making the process clear
Invite contributions and suggestions
Offer less formal opportunities to talk to more familiar staff
Use the phone
Mary Nugent NEPS, January 2006

35. Involving Children
Even very young children can be made aware of targets/ goals
Ask children what they would like to know/ learn/ do in the coming year
Involve children in recording their own progress
Have a designated person who reviews the IEP with the child from time to time
Mary Nugent NEPS, January 2006

36. With thanks to the children, teachers and parents of schools served by Mary Nugent in the NEPS East Coast and South East Regions.
Mary Nugent NEPS, January 2006