Individualized Education Plan Research Articles

Unpacking the prevalence: A warning against overstating the recently narrowed gap for Black autistic youth.

Recent findings from the Centers for Disease Control and Prevention's (CDC) Autism and Developmental Disabilities Monitoring (ADDM) Network's 2020 prevalence report indicate that disparities in autism diagnoses between Black and White youth have narrowed, reflecting improved screening, awareness, and access to services (Maenner et al., 2023. Morbidity and Mortality Weekly Report. Surveillance Summaries (Washington, D.C.: 2002), 72, 1-14.). Claims of reducing disparities beyond prevalence rates, however, are not fully supported, as indicated by the reality that Black youth whose screenings indicate autistic traits are still not being referred for full evaluation or early intervention services at the same rate as their White peers (Major et al., 2020. Autism, 24, 1629-1638; Smith et al., 2020. Pediatrics, 145, S35-S46.). Black 8-year-olds identified as autistic still experience disparate educational placements (Waitoller et al., 2010. The Journal of Special Education. 44, 29-49.) where services may not be autism-specific or have Individual Education Plan goals only focused on "behavior problems" (Severini et al., 2018. Journal of Autism and Developmental Disorders, 48, 3261-3272.), are served in the most restrictive environments (Skiba et al., 2006. Exceptional Children, 72, 411-424.) and lack consistent augmentative and alternative communication support (Pope et al., 2022. American Journal of Speech-Language Pathology, 31, 2159-2174.). Additionally, ADMM researchers report consistent disparities in the identification of co-occurring intellectual disability where Black autistic children have significantly more co-occurrences than White autistic children. The purpose of this commentary is to first examine the assertion that the narrowed gap indicates, "…improved…access to services among historically underserved groups," (p. 9) (Maenner et al., 2023. Morbidity and Mortality Weekly Report. Surveillance Summaries (Washington, D.C.: 2002), 72, 1-14.). We will then recommend strategies to address the ongoing disparities.

Clinical Characteristics of Offspring Born to Parents with Type 2 Diabetes Diagnosed in Youth: Observations from TODAY

Diabetes exposure during pregnancy affects health outcomes in offspring; however, little is known about in utero exposure to preexisting parental youth-onset type 2 diabetes. Offspring born to participants during the Treatment Options for Type 2 Diabetes in Adolescent and Youth (TODAY) study were administered a questionnaire at the end of the study. Of 457 participants, 37% of women and 18% of men reported 228 offspring, 80% from female participants. TODAY mothers had lower household income (<$25,000) compared to TODAY fathers (69.4% vs. 37.9%, p = 0.0002). At 4.5 years of age (range 0–18 years), 16.7% of offspring were overweight according to the parental report of their primary care provider, with no sex difference. Offspring of TODAY mothers reported more daily medication use compared to TODAY fathers (50/183, 27.7% vs. 6/46, 12.2%, [p = 0.04]), a marker of overall health. TODAY mothers also reported higher rates of recidivism (13/94) than TODAY fathers (0/23). An Individualized Education Plan was reported in 20/94 (21.3%) offspring of TODAY mothers compared to 2/23 (8.7%) of TODAY fathers. This descriptive study, limited by parental self-reports, indicated offspring of participants in TODAY experience significant socioeconomic disadvantages, which, when combined with in utero diabetes exposure, may increase their risk of health and educational disparities.

Vital Skills Needed for Vocational Training of Adults with Special Needs

The main purpose of the study was to explore the skills description, skills needed and the problems encountered of parents, SPED educators and store managers towards vital skills needed for vocational training of adults with special needs specifically in housekeeping, massage & spa and food & beverage services to obtain recommendations for the improvement of Individualized Education Plan for transition program to vocational training to achieve the required skills for employment. The study was anchored on the theory of Zone of Proximal Development (ZPD) by Lev Vygotsky. A descriptive phenomenological method was used to analyze and interpret the data from the purposely selected 20 participants through online interviews that were transcribed, coded, clustered and formed themes. The emerged themes for housekeeping services are: household chores skills, work ethics and safety measure skills, prerequisite skills and consistent monitoring of skills. For massage and spa service: fine motor skills, knowledge of equipment, dos and don’ts at work and socio-emotional and communication skills. For food and beverage service: food preparation, functional academics, safety measures and sanitation and behavioral and socio-emotional skills. Practicing household chores, process of food preparation and work attitude skills such as time awareness, money literacy and academic functioning are vital skills needed for vocational training of Adults with Special Needs (ASN). Developing prerequisite skills through their developmental domains such as cognitive skills, socio-emotional skills, behavoral skills, communication skills and fine motor skills are necessary to be trained earlier in catering their needs in special education. Safety measures and sanitation skills are to be trainied for ASN’s vocational training since it is important to have knowledge of equipment, safety in the work procedure and sanitation in workplace. It is highlighted to establish strong support system and collaboration of home-school-community to bridge the skills from a workplace to be trained at school and home. Teachers should also be trained with vocational skills first so they can teach the skills appropriately. Finally, future researchers to conduct research linked in the field of special education to broaden the idea in the vocational training of skills to ASN for the full access to employment and equal opportunities.

LIVED EXPERIENCES OF TEACHERS USING ADAPTIVE STRATEGIES IN TEACHING ASD LEARNERS: A PHENOMENOLOGICAL STUDY

This qualitative study delves into how teachers apply adaptive strategies to instruct learners with Autism Spectrum Disorder (ASD) in Special Education (SPED) settings. Employing a phenomenological approach, the research utilized individual interviews and focus group discussions to explore various challenges, coping mechanisms, and insights related to the effectiveness and appropriateness of these strategies. Ten participants from SPED schools in Davao City were randomly selected to ensure diverse perspectives, with five engaging in individual interviews and the remaining five participating in focus group discussions. The initial findings reveal significant themes emphasizing the importance of adaptive strategies in teaching ASD learners. Key concepts include the utilization of visual aids, structured environments, and positive reinforcement, aligning with previous research indicating their efficacy in improving understanding and communication among ASD learners. Challenges in implementation, such as the variability in ASD presentations, underscore the necessity for personalized approaches. Furthermore, positive outcomes like personalized learning experiences and increased engagement highlight the beneficial impact of adaptive strategies. Subsequent findings shed light on the coping mechanisms employed by teachers to navigate challenges associated with implementing adaptive strategies. Individualized Education Plans (IEPs), support from colleagues, and open communication with families emerged as crucial coping mechanisms. Additionally, strategies for managing emotional and cognitive demands, ongoing professional development, and adapting instructional practices were emphasized, contributing to a deeper understanding of effective support mechanisms for ASD learners. Further insights into the effectiveness and appropriateness of adaptive strategies highlight themes such as individualized approaches, alignment with specific needs, and enhancement through teacher training and technology, emphasizing the importance of personalized, flexible, and collaborative approaches. These findings provide valuable guidance for educators and policymakers, drawing on relevant literature and research. In conclusion, the study underscores the significance of adaptive strategies in supporting ASD learners within SPED classrooms, advocating for personalized, structured, and inclusive educational approaches. KEYWORDS: ASD learners, adaptive strategies, special education, lived experiences, qualitative inquiry, coping mechanisms, teacher training, individualized approach.

Исследование направленности личности как компонента персонифицированного субъекта деятельности

The study of problems of personalised education is becoming particularly important. Modern psychological and pedagogical practice requires scientific substantiation, empirical verification and development of the content of such a category as personification. The study considers orientation as a component of personification. An empirical study on the study of orientation as a component of a personalised subject of activity was conducted on the basis of the Federal State Educational Institution of Higher Education “Russian State Vocational Pedagogical University” in Ekaterinburg. The following psychodiagnostics methods were used to study such components of orientation as motivation, value orientations and self-determination of students. Understanding the orientation structure allows for a more accurate and in-depth study of students' preferences, interests and needs, which in turn helps to create individual educational plans that will meet the specific needs of each student. The conducted empirical research confirms that there are significant relationships between the components of orientation as part of personification, which are important to take into account in the process of self-actualisation and self-realisation of students.

Exploring The Role of Special Education Teachers in The Process of Preparing and Implementing Individual Education Plans in The Special Education Integration Program

Exploring The Role of Special Education Teachers in The Process of Preparing and Implementing Individual Education Plans in The Special Education Integration Program

The Exploration of Youth School Refusal Problem: Causes, Intervention, and Case Study from Ecological Perspective

<p>兒童青少年拒學問題一直以來都是複雜和難解的課題。筆者基於生態系統觀點的四個因素探討拒學原因與介入方法，並提出三個層次的原因與介入模式，以在有限的時間和資源內改善出席率。原因部分，個人因素包含：1.身體狀況，2.心理狀況，3.特質；家庭因素包含：1.家長特質與身心健康，2.家庭功能與家庭動力，3.家庭期待與參與度，4.創傷或壓力事件， 5.管教技巧；學校因素包含：1.轉換學校，2.學校氛圍，3.管教與出席，4.課程與要求，5.師生或同儕關係，6.親師生溝通與合作；社會因素包含：1.經濟拉力，2.文化價值觀，3.政策或法規，4.較少社會支持，5.不安全或混亂的社區。介入部分，個人因素包含：1.醫療介入，2.提昇行為技巧，3.增進認知技巧，4.提供專業資源；家庭因素包含：1.進行意外或風險管理訓練，2.提供諮詢或家訪，3.提供認知訓練，4. 轉介家族治療，5.增進管教技巧；學校因素包含：1.辨識和轉介高風險學生，2.推動反霸凌政策，3.鼓勵學習社群與生涯活動，4.提升行為管理技巧，5.發展個別教育計畫，6.增進關係並善用同儕，7.訓練社交與情緒管理技巧；社會因素包含：1.社區資源，2.警政與司法，3.社會機構與媒體，4.教育、諮商與醫療。此外，本文還探討拒學評估工具。最後提出中年級拒學案例說明如何改善拒學。</p> <p> </p><p>Problematic school refusal in youth has long been a complex and vexatious issue. This article reviews the literature to outline important four factors that affect school refusal based on ecological perspective. Furthermore, a three-level model that emphasizes on comprehensive causes and user-friendly systematic intervention recommendations to improve school attendance with limited time and resources. Among the causes, personal factors include physical condition, mental condition and trait. Family factors include parents’ trait, mental and physical health, family function and family dynamic, family expectations and involvement, stress or traumatic events, and parenting skills. School factors include transferring schools, school atmosphere, discipline and attendance policies, curriculum and requirements, teacher-student or peer relationship, and communication and cooperation among teachers, parents and students. Social factors include economic pressures, cultural values, policies or regulations, lack of social support, and unsafe or chaotic communities. Regarding interventions, personal factors can be addressed through medical treatment, enhancing behavioral skills, increasing cognitive skills, and providing professional resources. Family factors can be addressed through conducting accident or risk training, consultation and home visits, providing cognitive training, referring to family therapy, and improving parenting skills. School factors include identifying and referring high-risk students, promoting an anti-bullying policy, encouraging learning groups and career activities, increasing behavior management skills, developing individual education plans, improving teacher-student relationships, and make good use of peers. They can also train students on social and emotional management skills. Social factors include community resources, policing and Justice, social organizations and media, education, and counseling and medical services. Besides, the article also explores related evaluation tools. In the end, there is a case example of a fourth-grade child, explains how to address school refusal.</p> <p> </p>

Practical considerations for continuous glucose monitoring in elite athletes with type 1 diabetes mellitus: A narrative review.

Type 1 diabetes mellitus (T1DM) refers to a metabolic condition where a lack of insulin impairs the usual homeostatic mechanisms to control blood glucose levels. Historically, participation in competitive sport has posed a challenge for those with T1DM, where the dynamic changes in blood glucose during exercise can result in dangerously high (hyperglycaemia) or low blood glucoses (hypoglycaemia) levels. Over the last decade, research and technological development has enhanced the methods of monitoring and managing blood glucose levels, thus reducing the chances of experiencing hyper- or hypoglycaemia during exercise. The introduction of continuous glucose monitoring (CGM) systems means that glucose can be monitored conveniently, without the need for frequent fingerpick glucose checks. CGM devices include a fine sensor inserted under the skin, measuring levels of glucose in the interstitial fluid. Readings can be synchronized to a reader or mobile phone app as often as every 1-5min. Use of CGM devices is associated with lower HbA1c and a reduction in hypoglycaemic events, promoting overall health and athletic performance. However, there are limitations to CGM, which must be considered when being used by an athlete with T1DM. These limitations can be addressed by individualized education plans, using protective equipment to prevent sensor dislodgement, as well as further research aiming to: (i) account for disparities between CGM and true blood glucose levels during vigorous exercise; (ii) investigate the effects of temperature and altitude on CGM accuracy, and (iii) explore of the sociological impact of CGM use amongst sportspeople without diabetes on those with T1DM.

Facilitating coordination between medical and educational systems to improve access to pediatric therapies for preschool children with developmental delays and disabilities.

A large portion of preschool-age children with developmental delays and disabilities (PCw/DD) do not receive recommended therapeutic services, including legally mandated school-based therapies. This study examines the feasibility of a community-clinical linkage using virtual patient navigation and a medical-educational care plan called Preschool and Me (PreM) to connect clinical settings serving historically marginalized communities with early childhood special education (ECSE) services. Parents of PCw/DD attending an urban pediatric clinic from January to March 2022 were enrolled to receive PreM which included navigation support for ECSE, overcoming barriers accessing ECSE, and health care provider communication. Families completed measures of demographics and indicators of feasibility at baseline and 4-month follow-up. Of the 34 families referred, 30 were eligible and enrolled. Most parents identified as mothers (97%). Most participant children (70% male, 60% Black, 30% Hispanic) were enrolled in public health insurance (93%) and were not receiving any clinic-based therapies (93%). Parents overwhelmingly found PreM acceptable with the majority stating it would be a strong reason to continue care at the clinic. Among families who received PreM, 26 (96%) completed an individualized education plan (IEP) evaluation (96%). Of these, 24 (92%) children were eligible for an IEP. Nineteen children enrolled in an ECSE program; two families awaited school assignments and three families did not consent to the assigned school placement due to neighborhood safety concerns. Our findings suggest PreM was feasible, acceptable, and demonstrated promise in supporting families to navigate the ECSE process. Future studies examining effectiveness are warranted. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

생활지원중심 개별화교육계획(IEP)에 기반한 다요소행동중재가 지적장애학생의 자리이탈행동과 과제수행행동에 미치는 영향

The purpose of this study was to investigate the effects of multi-component behavioral interventions based on life support-oriented Individualized Education Plan(IEP) on the out-of-seat and task performance behavior for student with intellectual disabilities. The independent variable in this study was the multi-component behavioral intervention based on a life support-oriented IEP, and the dependent variables were out-of-seat behavior and task performance behavior. The study was conducted using an AB design, consisting of baseline, intervention, and maintenance phases. After establishing a life support-oriented IEP in the research preparation stage, observers were trained, problem behavior selection and functional behavior evaluation (FBA) were conducted, reinforcement evaluation was conducted, and a behavioral intervention plan(BIP) based on life support-oriented IEP was developed. Baseline, intervention, and maintenance phases were conducted in special education classrooms, with data collection occurring from 10 minutes after class started to 30 minutes afterward. Analyses were conducted in terms of level, immediacy, trend, averages and ranges, and Percentage of Non-overlapping Data(PND). Qualitative aspects of the dependent variables were analyzed in-depth through anecdotal analysis. The results showed that the multi-component behavioral intervention based on the life support-oriented IEP was effective in reducing out-of-seat behavior and increasing task performance behavior. These effects were maintained after the intervention ended. Based on the results, implications were discussed with limitations and suggestions for future research.

Improving Inclusive Education: Quality of Life and Self-Determination

The purpose of this study is to provide a basis for theoretical reflections for the recognition of the importance of the construct of Self-determination as a fundamental dimension of the Quality of Life, also for people with disabilities. In this sense, the main empirical studies that analyse the existing correlation between Self-determination and Quality of Life are summarized, to highlight the relevance that these constructs occupy in the sectors of education, special education, and public health. Following this file rouge, the delineation of educational paths aimed at the aid of innovative models and practices is envisaged, starting from the drafting of Individualized Educational Plans (IEP), a key tool for the design of inclusive teaching paths, based on the construction of self-determined people, causal agents of Quality Lives. Keywords: self-determination, quality of life, disability, IEP, inclusion, education

Application of the ICF on students with disabilities at school in India

ICF serve as the basis for both the assessment and measurement of disability in many scientific, clinical, administrative and social policy contexts. However, few studies have used the application of ICF on students with disabilities in scientific and clinical context in India. The objective of this study is to identify the problems and record information by implementing the ICF as the basis for both the assessment and measurement of barriers/facilitator in students with disability in educational setting on clinical and social policy contexts. Method & procedure - A focus group of participants selected as to represent each level of school and each type of disability service provider working in rehabilitation institute. The group for the Identification Card included only teachers; that for the Functional Diagnosis was constituted only by multi-disciplinary health professionals from Disability Services; that for the Achievable Functional Goal Setting Profile and the Individual Educational Action Plan were mixed, including both teachers and operators from Disability Services. Results- In the school year 2021-23, the school sent 206 identification cards to disability services using the ICF model; the disability services issued 118 new disability certifications (57.3% of the received 206 identification cards). The school received 220 Functional Diagnosis from the disability services. The number of achievable functional goal setting profile stands at 132 and reached 54 number of Individual Educational Action Plan. Conclusion- In summary, the study suggested that to make any treatment effective for students with disabilities the medical, allied health expert like occupational therapist and the skilled teacher need to work hand in hand.

Academic performance in moderately and late preterm children in the United States: are they catching up?

To determine whether preterm birth of 32-36 6/7 weeks gestation affected school performance from kindergarten through fifth grade. We assessed 14350 term infants and 1195 32-36 6/7 weeks gestation infants followed in the Early Childhood Longitudinal Study Kindergarten 2011 cohort for classroom performance in kindergarten-fifth grade. Multivariable regression was performed for comparisons, and data were weighted to be representative of the US population. Children born 35-36 6/7 weeks gestation had no significant difference in their academic scores or performance, while 32-34 6/7 weeks' children had lower academic scores and teacher performance scores when compared to term children. Children born between 32 and 36 6/7 weeks gestation had higher odds of individualized education plan needs and had learning disability diagnoses compared to term children. Children born between 32 and 34 6/7 weeks gestation have poor school performance compared to term children. Children born between 32 and 36 6/7 weeks gestation are at risk for learning disabilities and likely benefit from continued support and services to improve achievement throughout school.

Ability-Responsive Instruction in Secondary Ensembles: Lessons From COVID-Era Interactions

After making instructional changes due to COVID-19 lockdowns, secondary ensemble teachers reported stronger personal connections with students and increased focus on developing individual musicianship. Using an online survey, we examined if and how the shift to online instruction affected secondary music ensemble teachers’ perceptions and practices regarding individualizing instruction, particularly for students with Individual Education Plans (IEPs) or 504s. Respondents ( N = 99) answered short-answer and Likert-type items. Overall, they rated themselves as effective at individualizing instruction and meeting music learning needs for students with IEPs and 504s both online and in person. Participants shared strategies they used online and in person, including using individual video assessment submissions and at-home practice videos. We conclude with suggestions for how secondary music ensemble teachers could extrapolate the practices we described in this article to their classrooms.

SOCIALIZATION AND INCLUSION OF EDUCATIONALLY BACKWARD CHILDREN WITH DISABILITIES

In the framework of inclusive education, this study investigates the crucial aspects of socialization and inclusion for children with disabilities who are educationally disadvantaged. Taking into account the particular difficulties young kids encounter, this research looks at practical methods for promoting academic success and social growth in inclusive environments. Based on an extensive examination of the literature, the study looks at how mentoring programs, cooperative learning activities, and peer support may help people socialize. It also explores academic inclusion via the creation of Individualized Education Plans (IEPs), assistive technology, and differentiated teaching. Legislative frameworks, resource distribution, and teacher preparation are also examined in the study as essential components of fostering an inclusive atmosphere. Case studies provide insightful information on effective models, and practical recommendations are meant to help parents, legislators, and educators improve the educational experience for children with disabilities who are educationally disadvantaged. In the end, this research advances inclusive education practices by supporting a comprehensive strategy that gives equal weight to social and academic integration. The study looks at the obstacles that children with disabilities who are educationally behind the curve must overcome and suggests workable solutions. The study seeks to further the current conversation on inclusive education by integrating the available research and advocating for the use of evidence-based strategies that promote the holistic development of all children.

Multicenter Study of Long-Term Outcomes and Quality of Life in PHACE Syndrome after Age 10

To characterize long-term outcomes of PHACE syndrome. Multicenter study with cross-sectional interviews and chart review of individuals with definite PHACE syndrome ≥10years of age. Data from charts were collected across multiple PHACE-related topics. Data not available in charts were collected from patients directly. Likert scales were used to assess the impact of specific findings. Patient-Reported Outcomes Measurement Information System (PROMIS) scales were used to assess quality of life domains. A total of 104/153 (68%) individuals contacted participated in the study at a median of 14years of age (range 10-77years). There were infantile hemangioma (IH) residua in 94.1%. Approximately one-half had received laser treatment for residual IH, and the majority (89.5%) of participants were satisfied or very satisfied with the appearance. Neurocognitive manifestations were common including headaches/migraines (72.1%), participant-reported learning differences (45.1%), and need for individualized education plans (39.4%). Cerebrovascular arteriopathy was present in 91.3%, with progression identified in 20/68 (29.4%) of those with available follow-up imaging reports. Among these, 6/68 (8.8%) developed moyamoya vasculopathy or progressive stenoocclusion, leading to isolated circulation at or above the level of the circle of Willis. Despite the prevalence of cerebrovascular arteriopathy, the proportion of those with ischemic stroke was low (2/104; 1.9%). PROMIS global health scores were lower than population norms by at least 1 SD. PHACE syndrome is associated with long-term, mild to severe morbidities including IH residua, headaches, learning differences, and progressive arteriopathy. Primary and specialty follow-up care is critical for PHACE patients into adulthood.

Parenting by individuals with fetal alcohol spectrum disorders and neurobehavioral outcomes in their offspring.

The neurobehavioral health impairments associated with prenatal alcohol exposure are now known to persist through adulthood. However, little is known about how these impairments affect individuals' parenting abilities and the neurobehavioral health of their offspring. This study compares parents with fetal alcohol spectrum disorder (FASD) with socioeconomically matched, nonexposed parents on measures of parenting and family support and assesses the neurobehavioral health of the children in both groups. Forty-nine parent-child dyads were recruited from a longitudinal cohort of low socioeconomic status. Measures included the Parenting Styles and Dimensions Questionnaire, Family Support Scale, an in-depth psychosocial history, the Pediatric Symptom Checklist (PSC; parent and child reports), the Achenbach Child Behavior Checklist (CBCL), a screening psychiatric evaluation of the child, the NIH Toolbox Cognition Battery for Children, The Vineland Adaptive Behavior Scales-Third Edition caregiver rating form, and the Traumatic Events Screening Inventory (parent and child reports). Cognitive functioning was impaired for both offspring of parents with FASD ( = 81.1, SD = 13.0) and control parents ( = 79.9, SD = 16.1), but despite similar impairments, children of parents with FASD were less likely to have an Individualized Education Plan than controls. Adaptive functioning was adequate for both groups ( = 92.1, SD = 15.4 in exposed vs. = 94.3, SD = 12.3 in controls) and CBCL and PSC scores in both groups were within normal limits. Parents in both groups showed a predominantly authoritative parenting style. Despite a similar frequency of adverse childhood experiences in both groups, parents with FASD were less likely to recognize their child's adverse experiences. Parents with FASD display notable strengths including a predominantly authoritative parenting style. However, parents with FASD underrecognize child trauma and underutilize developmental services compared to socioeconomically matched controls, despite similar neurocognitive impairments. Impairments in adaptive functioning in parents with FASD may translate into difficulties with child-parent communication and limit both insight into neurobehavioral problems and advocacy skills. There is a need to identify and support parents with FASD to optimize their parenting abilities in the context of their individual strengths and difficulties.

Addressing the Target Outcomes, Functional Objectives and Functional Skills of Aspiring Aviators in Individualized Education Plans and Section 504 Plans

Addressing the Target Outcomes, Functional Objectives and Functional Skills of Aspiring Aviators in Individualized Education Plans and Section 504 Plans

Future Policy Direction of Special/Inclusive Education in Nepal

This study critically analyzed the future policy direction of special/inclusive education in Nepal. Using qualitative data collected through document analysis, interviews, and focus group discussions. This study is based on the premises of qualitative research design under the interpretative paradigm followed by critical interpretive design to analyze and interpret the field data. For this, 15 (fifteen) policy experts from Ministry of Education, Science, and Technology, Department of Education, university professors, and 11 head teachers from 6 special and 5 integrated schools, and special education council members and members of disabled related organizations were purposively selected as the informants.
 The establishment of the Disability Right Commission at central level would be much effective for the overall development of special/inclusive education in Nepal. It has also been found that establishment of the special/inclusive education council secretariat would contribute to further expansion of special/inclusive education service in Nepal. Development of a provincial level master plan for special/inclusive education training for stakeholders has been strongly recommended for the overall development of special education in the country. The study also suggested that future policy development and its practice is to be based on research-based evidence. It also recommended for establishment of at least one special education center and one model school in each province, and at least one support center at each local level.
 This study implies that a coherent policy-making is required through the consultation with the relevant stakeholders from the central, provincial, and local level in such a way that there is minimum gap in the power sharing among agencies at different levels of governance. Finally, this study suggests for developing future policies that support establishment of residential schools, individual education plan, transitional planning and individualized family service plans to enhance the promotion of disability sector in Nepal.

INDIVIDUALIZATION OF LEARNING AS A DEVELOPMENT ACTUALITY INFORMATION TECHNOLOGICAL SOCIETY

The article reveals the formation of the idea of individualization of education in the works of Jean-Jacques Rousseau, Johann Gottfried Herder, Helen Parkhurst, Maria Montessori, John Dewey, etc. On the basis of studying the works of foreign researchers, in particular, Ken Robinson, Diana Laurillard, Candace Thille, etc., the key theoretical aspects of the development of individualized learning are highlighted: diagnostics (collection and analysis of data about a person for understanding its needs, abilities and level of knowledge); personalization (development of educational programs, tasks and materials that meet the specific needs of each stu- dent); flexibility (providing opportunities for individual choice of learning method, pace and work schedule); self-regulation (instilling self-regulation skills and the ability to take responsibility for one’s own learning); feedback (constant monitoring and evaluation of learning achievements with the possibility of adjusting learning according to the results). The main mechanisms of practical implemen-tation of the idea of individualization of education in the American, British and Swiss education systems are revealed (personalizationof education by means of forming a digital educational environment; use of individual educational plans; dual education; variabilityof educational programs and courses; selection and processing of analytical data regarding the course of the educational process; co- operation teachers and parents in the educational process; development of creativity, independence and personal responsibility, etc.). The article proves that the individualization of learning as an actuality of scientific and educational progress in Ukraine and the world should be used with the latest pedagogical tools, aimed at creating a friendly atmosphere, mutual understanding and cooperation in theeducational institution. It is also important to develop mechanisms that provide, firstly, personal support and monitoring of individual development, level of education and upbringing, and secondly, clarification and resolution of pedagogical, psychological and social problems. It was established that the individualization of education in our time depends not only on the efforts of the education system, but also on the balanced joint work of all social institutions.