| CODE | IAL2010 | ||||||||||||
| TITLE | Designing and Evaluating IEP in the Secondary Classroom: Advanced | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||
| DESCRIPTION | The IEP has an educational purpose; it is a process which provides evidence of the agreed special educational goals, interventions and other supports to be provided for the student together with recording parent, student and teachers’ professional views. It also records the strategies that need to be used to enable a student to progress in the education system. This study-unit provides the tools necessary to ensure that a comprehensive approach can be guaranteed, involving the student and his stakeholders in the IEP process, placing special emphasis on the secondary classroom. Study-Unit Aims: This unit aims to provide LSEs and educational professionals with a practical and realistic guide about the student’s needs and ways of meeting those needs. It aims at demonstrating that the process of writing, implementing and evaluating an effective IEP is dependent on a whole-school commitment, and at supporting the collaboration of teachers, parents, students, support staff, professionals and other relevant personnel or agencies in delivering effective interventions in appropriate settings. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Reproduce the building process of an IEP; - Include the student throughout the IEP process; - Identify flexible ways of directing the IEP goals; - Examine ways for taking an active role in planning and managing IEP programme change; - Discuss and examine the effectiveness of the IEP among professionals, community agencies, school and family. 2. Skills: By the end of the study-unit the student will be able to: - Test standards for development, program planning, and implementation of IEP in the secondary school; - Formulate a holistic IEPs based on the general education curriculum and Learning Outcome Framework; - Develop a student-centred and student-led IEP; - Implement diversified instruction; - Implement the IEP review; - Formulate the student’s transition plan; - Implement collaboration with the community. Main Text/s and any supplementary readings: Main Texts: - Ministry for Education and Employment. 2019. A Policy on Inclusive Education in Schools: Route to Quality Inclusion. Malta: Ministry for Education and Employment. Supplementary Readings: - Tod, J., Castle, F., Blamires, M. (2013). Individual Education Plans Implementing Effective Practice. David Fulton Publisher: NY. - Wandry, D. L. and Pleet, A. (2009). Engaging and Empowering Families in Secondary Transition: A Practitioner’s Guide. Council Exceptional Children: Virginia. - Burns, E. (2006). IEP-2005. Writing and implementing individualized educational programs (IEPs). Springfield IL: Charles C. Thomas. - Tanti Burlo, E., (2017). Working toward Inclusion without Ifs and without Buts, Malta Review of Educational Research 11 (2): 165-170. - Calleja, C., Callus, A-M., Gauci, V., Mercieca, D., (2017). Inclusive Education: Listening to Disabled Students’ Voices. Malta Reivew of Educational Research 11(2): 161-164. - Bajada, G., Callus, A-M., Borg, K., (2021); Unpretentious education: a Foucaultian study of inclusive education in Malta, Disability & Society, DOI: 10.1080/09687599.2021.1874877. Suggested reading by tutor. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marie Georgette Bajada |
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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 2023/4. It may be subject to change in subsequent years. |
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