Individual educational plans: Just a tool to immunise teaching from parental criticism?

Koßmann, Raphael

doi:10.1080/2331186x.2022.2085628

Cited by 4 publications

(7 citation statements)

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“…Teachers have a limited understanding of “individualizing the instruction.” Furthermore, the IEP covers only accommodation and modifications. Research (Koßmann, 2022; Sacks & Haider, 2017; Tiwari, 2023) suggests that for grade‐level content area instruction, teachers should not water down the curriculum by modifying it. The teachers in this research agreed that content needs to be modified to meet the needs of the students with disabilities, but they advocated for a separate classroom for students with disabilities to meet the individual needs of the students.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…During the focus groups, teachers praised the parents who provided support to their special education child's schooling. A teacher stated, “Parents are the first teachers of their children who provide valuable information that helps the school provide optimal educational opportunities for the students with disabilities.” Teachers talked about how parental knowledge of laws/policies on the inclusion of students with special educational needs has promoted inclusion despite the severity of the disability (Johansson, 2016; Koßmann, 2022; Taneja‐Johansson et al., 2021). A veteran teacher stated, “I have a student with visual impairment in my classroom because the student's parents insisted on full inclusion, citing the legal obligation of the school.” Parental involvement is a critical factor in the successful inclusion of students with special educational needs (Magumise & Sefotho, 2020).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…A crucial factor in providing meaningful education for all students in the classroom is teachers' knowledge and skills in meeting diverse learning needs (Koßmann, 2022; Paseka & Schwab, 2020). India's National Education Policy (NEP) 2020 emphasises quality education that is not only academically rigorous but also deeply rooted in relevance and equity for all students regardless of caste, creed or learning preferences.…”

Section: Theoretical Foundationmentioning

confidence: 99%

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Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices

Tiwari

2023

Support for Learning

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This descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one‐to‐one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that teachers possess limited knowledge regarding meeting the educational needs of students with disabilities in their classrooms. Teachers are faced with challenges in implementing full inclusion in the absence of consistent guidelines on inclusion, the definition of inclusive education in the legislative framework, the knowledge gap and the student‐centred approach. Additionally, the study identifies a lack of collaboration between teachers and parents as a potential factor leading to the non‐implementation of inclusive education practices. The study highlights the significance of professional development sessions in raising teachers' awareness about the importance of differentiation, individualised instruction and technology integration for achieving full inclusion. Key Points Private schoolteachers in India face challenges similar to those in public schools regarding the inclusion of students with special educational needs. Limited opportunities for collaboration and communication with stakeholders, coupled with financial considerations and a profit‐driven approach in some private schools, can overshadow the inclusion of students with special educational needs. Professional development sessions are crucial in enhancing teachers‘ awareness of collaboration, differentiation, individualised instruction and technology integration for achieving full inclusion. Policy makers should prioritise the development of clear and unambiguous guidelines for inclusive education in independent private schools, outlining responsibilities and mandating training programs for educators and administrators.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Section: Theoretical Foundationmentioning

confidence: 99%

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Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices

Tiwari

2023

Support for Learning

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“…In recent years, several studies (Daniels et al, 2003;Jurišić, 2008;Kiswarday, 2018;Končar, 2003;Koßmann, 2022;Pulec Lah, 2005;Räty et al, 2019;Težak, 2006;Vučak, 2010) have highlighted various aspects and definitions of the IEP.…”

Section: Individual Educational Planmentioning

confidence: 99%

“…It should be noted that an IEP can be comprehended in a broader framework without focussing specifically on the context of pupils with SEN. As stated by Räty et al (2019, p. 35), an IEP can be defined as "a written curriculum-based pedagogical document intended to support a student's learning process and growth." Similarly, Koßmann (2022) recognised that the IEP is a document that supports instruction based on the child's abilities and needs. However, in many countries across the world, an IEP is widely used to document learning objectives and support mechanisms for pupils with SEN (Al-Shammari & Hornby, 2020;Räty et al, 2019): this is one of the questions addressed in our paper.…”

Section: Introductionmentioning

confidence: 99%

Use of the individual educational plan by teachers in Slovenian primary schools

Kurnik¹,

Grmek

2022

Hrvat. rev. rehabil. istraž. (Online)

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Teachers play a key role in the optimal development of pupils with special educational needs (SEN) by providing an inclusive learning environment. Strategies used for the education of pupils with SEN are typically based on an individual educational plan (IEP). Based on extant literature, we aimed to understand (1) whether primary school teachers were involved in the preparation of the IEP, (2) the extent to which they were familiar with the adjustments written in the IEP, and (3) the significance of the role played by the IEP in a teacher’s daily work. Eighty-nine primary school teachers from different schools in north-east Slovenia participated in this questionnaire-based research. The results show that fewer than half of the teachers were always involved in the preparation of the IEP for the pupils with SEN they teach. A few reported that they had not taken part in the preparation of pupils’ IEP at all. Furthermore, just over half of participants were familiar with all the adjustments recorded in the IEP. There were also differences in the responses to the research based on the professional title and experience of the teachers. The differences were in favour of teachers with more experience and teachers with more senior professional titles. We also found that most teachers believed that an IEP plays an important role when working with pupils with SEN and writing a regular lesson plan. Our findings represent the starting point for the preparation of education for pupils with SEN and act as a basis for the self-evaluation of a teacher’s pedagogical work.

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Der „Fingerzeig“ der Lehrkraft: Zusammenhänge zwischen Leistungs- und Verhaltensmerkmalen von Schulklassen und dem Vorliegen eines sonderpädagogischen Unterstützungsbedarfs im Lernen

Koßmann,

Kölm,

Gresch

2024

Z Erziehungswiss

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ZusammenfassungSchüler*innen, die deutliche Lernrückstände aufweisen, kann in Deutschland ein „sonderpädagogischer Unterstützungsbedarf im Lernen“ (SPU-L) zugeschrieben werden. In allen Bundesländern wird mit dieser individuumsbezogenen Kategorie zieldifferente Unterrichtung für das betreffende Kind ermöglicht. Aktuelle Studien lieferten Hinweise darauf, dass referenzgruppenbezogene Einflüsse analog zu jenen bei der schulischen Leistungsbeurteilung auch in den Vorschlag zur Überprüfung eines Kindes auf einen SPU‑L mit eingehen. Zugleich ist von Einflüssen weiterer, für die Unterrichtsdurchführung relevanter Merkmale von Schulklassen auszugehen. In der vorliegenden Studie wurde daher der Frage nachgegangen, inwiefern Merkmale der Leistungsverteilung sowie Verhaltens- und Hintergrundmerkmale von Schulklassen mit der Wahrscheinlichkeit eines festgestellten SPU‑L zusammenhängen. Datengrundlage bildete eine aus dem IQB-Bildungstrend 2016 gewonnene Analysestichprobe von 10.398 Kindern aus 543 Klassen, in welchen 561 Schüler*innen mit SPU‑L inklusiv unterrichtet wurden. Anhand logistischer Mehrebenen-Regressionsanalysen zeigte sich, dass verschiedene Kompositionsmerkmale von Schulklassen in Zusammenhang mit der Wahrscheinlichkeit stehen, einen SPU‑L aufzuweisen. Als zentrale Prädiktorvariable auf Gruppenebene erwies sich die mittlere fachliche Kompetenz einer Schulklasse. Die Wahrscheinlichkeit, bei gleichen individuellen Leistungen einen SPU‑L aufzuweisen, war bei höheren mittleren fachlichen Leistungen einer Klasse erhöht. Einen zusätzlichen Erklärungsbeitrag lieferte der Anteil an Schüler*innen mit festgestelltem SPU im Bereich emotionale und soziale Entwicklung (SPU-ESE). Ein höherer Anteil von Kindern mit festgestelltem SPU-ESE in einer Klasse hing mit einer geringeren Chance auf das Vorliegen eines SPU‑L zusammen. Insgesamt weisen die gefundenen Zusammenhänge erneut darauf hin, dass der SPU‑L, entgegen seiner Intention, eine von schulischen Kontextfaktoren abhängige Kategorie ist. Es ergeben sich weitere Forschungsfragen sowie Hinweise auf Möglichkeiten zur Verbesserung der Diagnostik.

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Individual educational plans: Just a tool to immunise teaching from parental criticism?

Cited by 4 publications

References 45 publications

Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices

Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices

Use of the individual educational plan by teachers in Slovenian primary schools

Der „Fingerzeig“ der Lehrkraft: Zusammenhänge zwischen Leistungs- und Verhaltensmerkmalen von Schulklassen und dem Vorliegen eines sonderpädagogischen Unterstützungsbedarfs im Lernen

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