An Unplanned Journey into Individualised Planning

Abstract

This paper tells the story of my research and experience with the concept and practice of individualised planning for people with developmental and intellectual disabilities-a prominent issue in my 1977 paper in The Exceptional Child on "Special Education and the Law in United States: Implications for Australian Educators." The current paper overviews the results of research on individualised planning that my colleagues and I have conducted since that time. I also draw attention to relevant changes in the values, philosophies, policies and developments that have occurred during the last 25 years and discuss how these have in uenced planning for, with, and by, people with disabilities. Policy and research issues in individualised planning in the context of contemporary values and policies are also explored.

Student and Parent IEP Collaboration: A Comparison across School Settings

“…Unfortunately, IEPs most commonly have been completed by teachers drawing information from other professionals' reports without discussing and agreeing on the content, goals, and objectives of the IEP (Rainforth & York-Barr, 1997;Shaddock, 2002). When interviewing members of IEP teams, Stroggilos and Xanthacou (2006) found members of IEP teams rarely discussed goals and objectives together, and parents felt their advice and/or suggestions rarely were accepted.…”

International Perspectives on Inclusive Education

“…Instead, the production of the IEP as a required document is simply fulfilled. On the other side, some authors argue that the IEP can be seen as a mere bureaucratic response to increasing diversity (e.g., Shaddock 2002;Breitenbach 2019). As argued by Alves (2014, following such an understanding, IEPs are used to circumvent a reform of the school system.…”