| CODE | EDU5806 | ||||||
| TITLE | Using Individual Educational Planning | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | Not Applicable | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Faculty of Education | ||||||
| DESCRIPTION | This unit will present IEPs as one form of formative planning, teaching and assessment. Participants will be trained in developing IEPs, leading to daily planning of learning activities and monitoring their implementation in the classroom, and recording progress. The use of Making Action Plans meetings for children with IEN will also be explored. Assignment: Observe or participate in a MAPs and IEP session for one particular child. Analyse the processes and records of the two sessions and state how these were helpful or otherwise for the child’s learning and inclusion. Reflect on the advantages and disadvantages of using IEPs. Objectives Participants are expected to: 1. Understand the importance of planning outcomes for children who require adaptations to access the curriculum 2. Understand the need to develop networking among all professionals and parents involved with the child 3. Understand the function and process of MAP sessions 4. Understand and develop skills in holding MAP and IEP sessions 5. Develop skills in constructing and using an IEP for a child’s inclusion and progress 6. Develop skills in evaluating the outcomes of MAP and IEP processes 7. Understand the potential harm of misusing IEPs to segregate children within a classroom Outline The following issues will be addressed: Why is IEP necessary? For whom? For what purpose? MAPS. Why and how do they relate to IEP? Collaboration among parents, teachers and other professionals in MAPs/IEP meetings. Procedures for MAPs/IEP sessions and records: - ensuring a holistic approach to the child’s needs; - focus on learning outcomes; - use of formal assessments; - use of schedules of curriculum-based learning objectives; - setting priorities; - behavioural support programmes; - teaching to objectives; - record keeping and profiling; - reviewing progress; - individual plan evaluation; - Quality of Life evaluation. Reading List Main Text - Peterson, J.M., & Hittie, M.M. (2003). Inclusive teaching: Creating effective schools for all learners. Boston: Pearson Education. Reading List - Bartolo, P. A. (2001). Recent developments in inclusive education in Malta. Mediterranean Journal of Educational Studies, 6(1), 65-91. - Bartolo, P. A., Agius Ferrante, C., Azzopardi, A., Bason, L., Grech, L., & King, M. (2002). Creating inclusive schools: Guidelines for the implementation of the National Minimum Curriculum policy on inclusive education. Malta: Ministry of Education. (available on the internet: www.education.gov.mt/ministry/doc/inclusive_schools.htm). - Bender, W.N. (2002). Differentiating instruction for students with learning disabilities. Thousand Oaks, CA: Corwin Press. - Bunch, G. (1999). Inclusion: How to: Essential classroom strategies. Toronto: Inclusion Press. - Gibb, G.S., & Taylor Dyches, T. (2000). Guide to writing quality individualized education programs. Massachusetts: Allyn & Bacon. - McNamara, S., & Moreton, G. (1997). Understanding differentiation: A teachers guide. London: David Fulton. - Marchand-Martella, N.E., Slocum, T.A., & Martella, R.C. (2004). Introduction to Direct Instruction. Boston: Pearson. - Ministry of Education (2000). Inclusive education: Policy regarding students with a disability (mimeograph formulated by the Ministerial Committee on Inclusive Education, 15.07.2000). Malta: Ministry of Education. - Salend, S.J. (2001). Creating inclusive classrooms: Effective and reflective practices (4th ed.). New Jersey: Merrill Prentice Hall. - Siegel, L. (2007). The Complete IEP Guide: How to Advocate for Your Special Ed Child (5th ed.). CA, US: Nolo. - Snell, M. (Ed.) (2000). Instruction of students with severe disabilities (5th ed). New York: Macmillan. - Wood, J.W. (2002). Adapting instruction to accommodate students in inclusive settings. Ohio: Merrill Prentice Hall. |
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| STUDY-UNIT TYPE | Lecture and Seminar | ||||||
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| LECTURER/S | Paul A. Bartolo Felicienne Mallia Borg Josephine Mamo |
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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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