Pupil Involvement in lEPs

This dissertation examines pupil involvement in Individual Education Plans (lEPs) for those pupils with Severe Learning Difficulties (SLD) / Profound Learning Difficulties (PMLD). The research setting was the SLD/PMLD special school in which I teach. Data was collected through interviewing teachers, teaching assistants and pupils with SLD and some observational situations. Interviews and observations were also conducted at five local SLD/PMLD schools. In summarising the findings, ways of encouraging a greater understanding and involvement of 'more able' pupils with SLD through simplified lEP targets and developing self-evaluation skills were identified. However, it was difficult to directly involve pupils with PMLD in their lEPs, but simplified targets can support staff in recalling pupil targets and thereby influencing interactions. Decisions have to be made on an individual basis, depending upon the abilities of the pupils. When interviewing pupils with SLD, the use of simplified, symbol ethics protocol appeared to enable a greater understanding of the research process. Other issues relating to lEP headings, curriculum balance and the timing of lEP reviews were also discussed.Faculty of Educatio