Description
First Published in 2000. This book is one of a series concerning the implementation of effective practice for Individual Education Plans (IEPs ). It seeks to address emergent challenges for schools that IEPs should retain their role in the provision of planning and record keeping for pupils with special educational needs, but that the paperwork burden should be reduced and manageability achieved. The book outlines key principles for the design of IEPs for dyslexic pupils and offers practical advice on target writing and strategy development for teachers and SENCOs in mainstream schools, special schools and dyslexia units. Like other books in this series, the ideas and activities to support institutional self review and development are produced in a photocopiable format.
Table of Contents
Chapter 1 Dyslexia: controversy, concerns and consensus; Chapter 2 IEPs and dyslexia: Principles; Chapter 3 Assessment for target setting: Principles; Chapter 4 Assessment for target setting: Institutional self-review; Chapter 5 Assessment for target setting: Ideas for action; Chapter 6 Strategies: Principles; Chapter 7 Strategies: Institutional self-review; Chapter 8 Strategies: Ideas for action; Chapter 9 Monitoring: principles; Chapter 10 Monitoring: Institutional self-review; Chapter 11 Monitoring: Ideas for action; Chapter 12 Involving the learner in their IEP: Principles; Chapter 13 Involving the learner: Institutional self-review; Chapter 14 Involving the Learner: Ideas for Action;
