Abstract
ABSTRACT Individual Education Plans (IEPs) are ever-present in inclusive education and frequently used in settings where students with disabilities are included. This phenomenological qualitative study investigated the IEP development and implementation process in two independent schools in the South-Eastern metropolitan region of Victoria, Australia. Primary and secondary school leaders and teachers shared their professional experiences with respect to IEPs by emphasising that collaboration, parental involvement and strong leadership through effective communication supported the development and implementation of IEPs that meet individual student’s learning needs. The authors suggest that research in Australia should continue to provide a distinct understanding of the voices of parents and students with special education needs and/or disabilities in the IEP process, as well as their preferences for culturally sensitive support within schools.
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