Use Of Individual Plans Research Articles

The Policy Implementation Challenges of Individual Plans for Preschool Children with Disabilities

This article presents findings from an investigation in southern Norway that sought to provide insight into diverse forms of collaboration on behalf of children with severe disabilities in preschool. The use of individual plans (IP) for preschool-age children is relatively new in Norway, and is being widely promoted as a tool for facilitating collaboration and support from multiple sectors. We employed a case study approach involving observations and semi-structured interviews with 5 members of the IP team supporting a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. Participants included the child's mother and father, preschool teacher, special educator, and the municipal public health nurse who also acted as the IP coordinator. We conclude that in its current form the IP in this case had little relevance for participants and did little to contribute to providing this child with the individually adapted support that the policy was intended to facilitate.

Mentoring

One approach to providing the inservice education and continuing school-based support needed by teachers to use computers effectively is mentoring. The Computer Mentor Program, a collaborative effort between a university and school district, developed and evaluated a model for staff development on the effective use of computers based on successful mentoring models for beginning teachers. Experienced computer-using teachers participated in a semester course that provided guidance in mentoring and information on technology applications. These teachers then each mentored one to five teachers in their schools. The mentoring relationship was structured through the use of individual plans developed between each mentor and protege. Over three years, the project included 59 mentors and 154 proteges. Evaluation indicated that both mentors and proteges developed increased knowledge of computer applications and that proteges made more extensive and varied use of computers both with students and for professio...