| CODE | IAL2022 | |||||||||
| TITLE | Designing and Evaluating IEPs - Advanced | |||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Inclusion and Access to Learning | |||||||||
| DESCRIPTION | The IEP has an educational purpose; it is a process which provides evidence of the agreed special educational goals, interventions and other supports to be provided for the student together with recording parent, student and educators' professional views. It also records the strategies that need to be used to enable a student to progress in the education system. This study-unit looks at all aspects of effective instruction which includes skills in planning, facilitation, managing, assessing and reflection. Another key component to designing and implementing an IEP is to develop the skills to draft complementary documents which would include cumulative student profiles, progress reports and collaborating in the drafting of behaviour support plans in collaboration with psychologists and other behaviour specialists. This study-unit provides the tools necessary to ensure that a comprehensive approach can be guaranteed, involving the student and his stakeholders throughout the IEP process. Study-Unit Aims: Develop a strength-based IEP that is based on the general education curriculum; - Evaluate an Individualised Education Program; - Implement testing techniques; - Develop draft student profiles and progress reports in a cumulative fashion that would serve the purposes of complementing the IEP as part of the transition plan; - Draft a behaviour support plan as part of a collaborative process in building a more formal behaviour report; - Develop reflexivity in their role as learning support educators. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Reproduce the building process of an IEP; - Identify flexible ways of directing the IEP goals; - Examine ways for taking an active role in planning and managing IEP programme change; - Discuss and examine the effectiveness of the IEP among professionals, community agencies, school and family. - Identify flexible ways of monitoring both short-term and long-term goals; - Develop an understanding in using extended documentation to provide detailed feedback on the main IEP document; 2. Skills: By the end of the study-unit the student will be able to: - Design a holsitic IEP that is student-centred (and student-led); - Develop an IEP that is based on the the general education curriculum and the Learning Outcomes Framework; - Formulate a goal-setting journal; - Implement alternative testing techniques; - Engage Teacher/LSE teamwork in drafting lessons and activities that are universally-designed; - Apply transdisciplinary team strategies in implementing diversified instruction; - Use reflexive description to report daily activity plans for students; - Apply a reflexive stance to individualized adaptations, modifications and accommodations; - Appraise positive behavior in the classroom through the process of identifying target behaviours; - Implement the IEP review; - Formulate the student's transition plan; - Practise reflexive writing. Main Text/s and any supplementary readings: Main Texts: - Kelly, P. (2016) Your UDL Lesson Planner: The Step-by-Step Guide for Teaching all Learners. USA: Paul H Brookes Publishing. - Ministry for Education and Employment. 2019. A Policy on Inclusive Education in Schools: Route to Quality Inclusion. Malta: Ministry for Education and Employment. - Siegel, L.M. (2017) The Complete IEP Guide 鈥� How to Advocate for your Special Ed Child (9th ed.). USA:Nolo. Supplementary Readings: - Bajada, G., Callus, A-M., Borg, K., (2021); Unpretentious education: a Foucaultian study of inclusive education in Malta, Disability & Society, DOI: 10.1080/09687599.2021.1874877. - Burns, E. (2006). IEP-2005. Writing and implementing individualized educational programs (IEPs). Springfield IL: Charles C. Thomas. - Calleja, C., Callus, A-M., Gauci, V., Mercieca, D., (2017). Inclusive Education: Listening to Disabled Students鈥� Voices. Malta Reivew of Educational Research 11(2): 161-164. - Mercieca, D.P. (2013) Engaging with student-teachers on reflective writing: reclaiming writing. In Social theory and Educational Research: understanding Foucault, Habermas, Derrida and Bourdieu, (ed) Mark Murphy. London: Routledge. - Riffel, L.A. (2016) Writing a Behavioural Intervention Plan Based on a Functional Behaviour Asssessment Two Day Seminar. Behaviour Doctor Seminars. - Tanti Burl貌, E. (2001) Transition from primary to secondary: parental perspective. - Tanti Burlo, E., (2017). Working toward Inclusion without Ifs and without Buts, Malta Review of Educational Research 11 (2): 165-170. - Tod, J., Castle, F., Blamires, M. (2013). Individual Education Plans Implementing Effective Practice. David Fulton Publisher: NY. - Wandry, D. L. and Pleet, A. (2009). Engaging and Empowering Families in Secondary Transition: A Practitioner鈥檚 Guide. Council Exceptional Children: Virginia. |
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| ADDITIONAL NOTES | Pre-requisite Study-units: IAL1029 | |||||||||
| STUDY-UNIT TYPE | Lecture and Online Learning | |||||||||
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| LECTURER/S | Jonathan Borg |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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