teacher, speech and language therapist (SLT), PMLD and the people working around them (e.g. The education of pupils with profound and multiple learning difficulties (PMLD). This paper deals with the IEP as a collaborative tool for Individual educational plans (IEPs) are considered to be more effective when designed and Twelve techniques for reducing conflict and encouraging parents to participate in the IEP planning process at the middle and high school level are presented and described. In 1994 the author, along with parents of students with disabilities, developed a checklist for parents and public school teachers that focused on the strengths-based approach and was intended to encourage parents to participate actively in IEP meetings.
As a special education administrator for more than 27 years, the author has experience in working with parents from the strengths-based perspective, including encouraging parents to participate in the IEP process. Strengths-based IEPs focus on student strengths and abilities, rather than weaknesses and disabilities, in preparing parents and teachers for the IEP meeting, presenting information at the meeting, and documenting the meeting in writing. The Individuals with Disabilities Education Improvement Act 2004 (IDEA) requires public schools to assure that parents of students with disabilities have the opportunity to participate in Individualized Education Program (IEP) meetings. Finally, we discuss our findings in relation to different research traditions within the field of special education. Another interesting finding is that a number of the plans were established without involving the parents, and many of them did not even know that their child had an IEP. Our analysis indicates that difficulties are predominantly attributed to the pupils' shortcomings and individual characteristics, and the same holds for the recommended measures. Using different theories within the field of special education and disability studies, we have tried to discern to what extent the problems described, and the proposed measures (intervention), are related to predetermined theoretical models of disability and special needs education. The method used to analyse the IEPs was content analysis. A strategic selection of three compulsory schools was made and we restricted the study to grades 3, 6 and 9. Our study is based on an analysis of IEPs for pupils with special educational needs in the nine‐year compulsory school in a municipality in northern Sweden. The aim of this article was to study how special educational needs are defined and described and what support measures the school is suggesting, using IEPs from a sample of Swedish compulsory schools. On the basis of the pupils' needs, such a plan should contain information about the pupils' school situation and performance, the class, teaching etc.
In 1995 it became mandatory to establish individual educational plans (IEPs) for children with special educational needs in the Swedish compulsory school. Kata Kunci : Cabaran, Penyediaan, Rancangan Pendidikan Individu (RPI), Guru Pendidikan Khas Di bahagian akhir kajian ini, beberapa cadangan dikemukakan untuk dilaksanakan berdasarkan bentuk cabaran yang dihadapi oleh guru-guru pendidikan khas.
Seterusnya, dapatan kajian ini dibincangkan dengan melihat persamaan dengan hasil dapatan kajian lepas. Selain temu bual, pemerhatian dan analisis dokumen juga dijalankan Hasil dapatan kajian menunjukkan terdapat tiga cabaran yang dominan dihadapi oleh guru-guru pendidikan khas untuk menyedia RPI iaitu kekurangan latihan dan pengetahuan tentang RPI, kurang mendapat kerjasama daripada ibu bapa, dan pengurusan sekolah. Kaedah temu bual dijalankan terhadap empat belas guru pendidikan khas dan seorang Guru Penolong Kanan Pendidikan Khas serta tiga ibu pelajar. Kajian ini telah dilaksanakan di sebuah sekolah menengah di daerah Tawau Sabah.
Kupasan cabaran tersebut adalah berdasarkan kajian tinjauan kes yang menggunakan pendekatan kualitatif dalam bentuk temu bual. Abstrak Kajian ini bertujuan mengupas cabaran penyediaan Rancangan Pendidikan Individu (RPI) dalam kalangan guru pendidikan khas.
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