The development of Individualised Educational Programmes using a decision-making model

As adjustments are made in response to the revised Code of Practice, many practitioners will be looking for improved ways of developing individual targets for learning with pupils with special educational needs. In this article, Kenneth Thomson, of George Watson's College Edinburgh, Dan Bachor, of the Department of Educational Psychology and Leadership Studies at the University of Victoria, Canada and George Thomson, of the Department of Psychology at the University of Edinburgh, bring together ideas and practices orginating in Canada and Scotland. The authors suggest that individual planning can be enhanced by the use of a decision-making model characterised by partnerships between professionals and learners. Thomson, Bachor and Thomson also argue that the devolution of control to pupils can make the development and implementation of IEPs more effective and more efficient.