Education Planners for IEPs London
Individual Education Plans (IEPs) are used in many schools, and some preschools, for children who have identified special educational needs, learning difficulties or disabilities or who are having greater difficulty than most in following the curriculum. An IEP contains targets designed to help children who require extra support. They are only used where a child needs something extra or different from others in the class.
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Council For Dance Education & Training
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102 Eaton Square
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Donatello Card Limited
07908425231
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Suite 372
London
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Cipfa Education & Training Centre
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215 Borough High Street
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Italian Cultural Institute
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Institute Business
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56 Eccleston Square
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Businessenglishuk
020 78029212
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56 Buckingham Gte
Westminster
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Individual Education Plans (IEPs)
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Formalising classroom help and target settingWhat is an Individual Education Plan (IEP) and what will it mean for a child and their parents if an IEP is suggested? Individual Education Plans (IEPs) are used in many schools, and some preschools, for children who have identified special educational needs, learning difficulties or disabilities or who are having greater difficulty than most in following the curriculum.
An IEP contains targets designed to help children who require extra support. They are only used where a child needs something extra or different from others in the class. Wherever possible, the child and parents or carers should be involved in the discussions and review of an IEP. Not all schools use IEPs; some plan and record separately for each child as a matter of routine. Regardless of the system used, a successful IEP (or equivalent) should be an easy to understand, simple to use, working document that is carefully monitored and regularly reviewed to best help the child. All staff who work with the child, including therapists and support staff, should be helping the child attain specified goals and raise overall achievement. Who has an IEP?It isn’t necessary for a pupil to have a statement of SEN, or even to be on School Action or School Action Plus to have an IEP and, likewise, not all children on these programmes have IEPs. Some schools are introducing a form of IEP for all their pupils, others have group IEPs. However, where a pupil has a statement, the setting of short-term targets and the strategies employed should be linked to the overall objectives and provision set out in the statement. What does an IEP say?An IEP will usually contain no more than three or four key, individual, short-term targets for the child to focus on (typically these only take up one side of A4). These may relate to aspects of the curriculum (literacy, numeracy etc), or focus on behaviour or social skills. The IEP should specify what should be taught, how it should be taught and how often, and will be based on individual need. Often targets will be set to cover not only a variety of objectives but different situations too, including working with and without support, in and out of class. Targets should be SMART, that is: specific, measurable, achievable, relevant and time related. Usually an IEP will include the teaching objective (what the teacher hopes the child will learn) broken into small manageable chunks linked to a child’s abilities and difficulties, enabling teacher, parent and child to see improvement. For example, the class objective may be to learn the two times tables, but for the individual child this may be simplified to being able (and, crucially, understanding) to count on in twos, to ten.
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