Lessons learned from research on individual educational plans in Sweden: obstacles, opportunities and future challenges

Andreasson, Ingela; Isaksson, Joakim

doi:10.1080/08856257.2013.812405

Cited by 40 publications

(34 citation statements)

References 22 publications

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“…Institutional actants' documentation seems to feature the same interessements and enrolments, regardless of whether they take place in segregated practices or not (Andreasson et al 2013;Isaksson et al 2007). Parents and students are, also in my study, very little enrolled in such documents.…”

Section: Discussionmentioning

confidence: 99%

Documentation for students in residential care: network of relations of human and non-human actants

Severinsson

2015

International Journal of Inclusive Education

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Swedish and international research points to serious problems for the education of students with social, emotional and behavioural difficulties (SEBD) in the care of social welfare, for example in residential care. The aim of this article is to elucidate how documentation, care plans (CPs) and individual educational plans (IEPs) outline the educational prospects for SEBD students in residential care. A more specific aim is to study how the form or template partakes in the production of educational trajectories. Using post-structural theory and the concepts of actor-network theory (ANT), this paper highlights the forms or templates as agentive forces in a network with students, parents, teachers and social workers. Documentation reveals few expectations that these teenagers can become capable learners and almost all of the subjects have been given a reduced curriculum. The lack of headings such as 'Student's or parents' opinion' or 'School subjects' can be understood as indications that these topics are considered to be of less importance. Individual differences between students disappear when the electronic document enables the use of the exact same phrases and words to describe different students. These results, along with previous research, point to an immediate need to discuss both the form and content of documentation in educational practice and to consider what, for what reason and for whom to document.

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Section: Discussionmentioning

confidence: 99%

Documentation for students in residential care: network of relations of human and non-human actants

Severinsson

2015

International Journal of Inclusive Education

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“…Meanwhile, (50) which reviews the literature about the IEP, indicating that one of the challenges to be faced by educational special needs coordinator is excessive paperwork, which affects the major tasks they have to do. Through their research, (52) demonstrated that the need for clarification of the problems and restriction faced at each stage of the IEP implementation. Their results reveal that there is a risk that the IEP is only used to merely meet administrative requirements, at the time of audit of the quality of education.…”

Section: Discussionmentioning

confidence: 99%

Individual Education Program (IEP) Paperwork : A Narrative Review

Kartika¹,

Suminar²,

Tairas³

et al. 2018

IJET

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Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students' assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.

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“…Yet teachers receive little to no education in how to document. Guidelines for documentation are fuzzy, making it difficult for the individual teacher to make a competent decision (Andreasson, Asp Onsjö & Isaksson, 2013;Hirsch, 2014). Policy makers tend to have good faith in teacher professional teaching experience.…”

Section: An Organizational Approach To Documentation Of Special Educamentioning

confidence: 99%

“…Working with IEPs and IDP: s is a complex activity and is further complicated by the lack of sufficient guidelines (Andreasson & Dovemark, 2013;Andreasson, Asp Onsjö & Isaksson, 2013). Moreover, research has demonstrated that there exists a discrepancy between school policy on documentation and teachers´ documentation practices.…”

Section: Introductionmentioning

confidence: 99%

“…Then the principal has a responsibility to ensure that the matter is investigated. If deemed necessary, an Individual Education Plan (IEP)-stating individual targets, support measures and implementation strategies-is to be drawn for the student´s additional needs (Andreasson, Asp Onsjö & Isaksson, 2013). Such a plan should cover the student´s school context and achievements, and the student´s class and teaching, all in relation to the student´s needs.…”

Section: Introductionmentioning

confidence: 99%

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Predicting and explaining teachers’ documentation practices for students’ reading and writing difficulties

Reichenberg¹

2016

L1 Educational Studies in Language and Literature

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Abstract. The overall aim of this article is to predict and explain Swedish teachers' documentation practices of students´ reading and writing difficulties. A survey study was conducted with 313 teachers. The data analysis was guided by an organizational approach to special needs education. The descriptive findings suggest that 98% of the teachers have students with reading and writing difficulties, and that there are almost 3 students with such special educational needs (=SEN) per teacher. The results of the logit model demonstrate that subject teachers in languages are more likely to document reading and writing difficulties than any other teachers, including special educators. Furthermore, teachers´ lack of special needs competence in identifying reading and writing difficulties impacts their practice of documenting these difficulties. Moreover, teachers' attitudes towards reading literacy research increase the likelihood of documenting reading and writing difficulties. Finally, documentation does not seem to be a matter of special need resources.

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Lessons learned from research on individual educational plans in Sweden: obstacles, opportunities and future challenges

Cited by 40 publications

References 22 publications

Documentation for students in residential care: network of relations of human and non-human actants

Documentation for students in residential care: network of relations of human and non-human actants

Individual Education Program (IEP) Paperwork : A Narrative Review

Predicting and explaining teachers’ documentation practices for students’ reading and writing difficulties

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