Pragmatism in inclusive education: An exploration of school practitioners’ experience of Individualised Education Plans

This phenomenological qualitative study explored the roles and lived experiences of primary and secondary school leaders and teachers in two independent schools in the Southeastern metropolitan region of Victoria, Australia. These school practitioners adopted and used Individual Education Plans in programming for quality inclusive education for students with special education needs and/or disabilities. The results identified collaboration, parental involvement and strong leadership as supporting the development and implementation of IEPs that meet individual student’s learning needs. The researcher suggests that school leaders and teachers can enact specific improvements in IEP usage in inclusive education when provided with ongoing training