Patterns and Trends in Individual Education Programs

Abstract

The purpose of this study was to examine how changes in paradigms and models which relate to students with learning difficulties affected the development of Individualised Education Programs (IEPs) in practice over a twenty-five year period (1971-1995). The focus of the study was on the analysis of files and documents sampled from a multidisciplinary special education centre in regional New South Wales (NSW). The results provide a picture of how the definitional debate about learning difficulties has affected practice. They also provide a profile of how the various stages of the individual education program (IEP) process have been implemented over time and the strengths and weaknesses of the procedures used. The study concludes with specific recommendations for future work in determining the most effective ways of supporting students with learning difficulties (LD). These include an examination of the types of assessments used for LD students, a review of the role of speech and occupational therapy in the education of these students, the nature of the role of parents in IEP planning, the development of clear processes for monitoring program effectiveness and training and development in inclusive practices for classroom teachers.