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Speech and Language IEPs. Tod and Blamires. |
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This book addresses the principles behind IEPs for pupils who exhibit speech, language and communication difficulties. The authors provide practical advice for compiling education plans and ideas for institutional self-development and discuss the key areas of concern for teachers: how can there be agreement on the targets when the pupil functions differently in different contexts? Should the aim for pupils be on accessing the curriculum or social communication?; how can speech and language targets be met across a range of subject areas? Given that language is dynamic, can the static IEP document provide a feasible blueprint for actions?; can the challenge f monitoring IEPs for speech and language targets be realistically met? To what extent can teachers deliver specialist strategies to meet IEP targets in the absence of speech therapy support?; how can new developments in IT support IEP delivery for students with speech, language and communication difficulties? €32.40 |
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Implementing Effective Practice. IEPs. Tod, Castle. |
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The aim of this book is to provide schools with a generic text for the series which describes procedures central to IEP development and implementation. Sections in the book outline key principles behind IEP development, ways of institutional self review and ideas for action. The individual chapters reflect target setting; assessment and monitoring; parental and pupil involvement; cotside agencies; learning support assistants; the use of information technology to support the IEP process. (FN) €32.40 |
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Emotional and Behavioural Difficulties. IEPs. Cornwall and Tod. |
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This book outlines principles behind IEP practice for pupils who exhibit emotional and behavioural difficulties (EBD) and explores the purpose and effectiveness of IEPs by addressing the following issues: how can pupil behaviour be viewed holistically if targets are narrow and written in purely behaviourist terms?; how can IEPs for EBD be designed so that parental involvement and pupil responsibility is fostered?; are IEPs effective in identifying the training needs of teachers for meeting non-curricular targets (self-esteem, self control, personal monitoring and organisation, social behaviour, etc.); what systems within school need to be developed to ensure that response to IEPs are monitored by all concerned. (FN) €32.40 |
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This book seeks to address emergent challenges for schools that IEPs should retain their role in the provision of planning and record keeping for pupils with special educational needs, but that the paperwork burden should be reduced and manageability achieved. It outlines key principles for the design of IEPs for dyslexic pupils and offers practical advice on target writing and strategy development for teachers and SENCOs in mainstream schools, special schools and dyslexia units. The ideas and activities to support institutional self review and development are produced in a photocopiable format. (FN) €32.40 |
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IEPs