Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.22/12456
Título: How individualised are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goals
Autor: Sanches-Ferreira, Manuela
Lopes-dos-Santos, Pedro
Alves, Sílvia
Santos, Miguel
Silveira-Maia, Mónica
Palavras-chave: Individualised Education Programme
IEP goals
students with additional support needs
Data: 2013
Resumo: It is widely accepted that students with additional support needs benefit substantially from the implementation of individualised, intentional and planned interventions (e.g. Pretti-Frontczak and Bricker 2000; Wolery 2000). These interventions are usu- ally reported in the Individualised Education Programme (IEP) that constitutes the educational map for students with disabilities (Ruble et al. 2010) and contributes to ‘bridge (…) “what is” and “what can be”’ in students’ life (Thompson et al. 2009, 138). These geographical metaphors are pertinent because they suggest a parallel between a journey and the three central dimensions of an IEP (Bateman and Herr 2006; Lee-Tarver 2006): (a) a specific departure point – the child’s present level of performance; (b) a personal destination – measurable goals; (c) an individualised route and vehicle – needed supports and services. Individualisation, therefore, has been described as the nuclear factor for intervention effectiveness (Wolery 2000).
Peer review: yes
URI: http://hdl.handle.net/10400.22/12456
DOI: 10.1080/08856257.2013.830435
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