Abstract

Categorised as planning documents, individual educational plans (IEPs) purport to provide school-based instruction more closely matched to individual pupils’ skills and needs. The present study investigated the extent to which IEPs contain practically relevant suggestions for teachers to implement in practice. Based on a sample of 112 IEPs from Germany, the support proposals in these documents were examined. Results showed that about half of the entries consisted of conventional, content-specific methods to be carried out in school. In the average IEP, only 30 per cent of the entries contained content that deviated from the curricula for a particular grade level. Another large proportion of support proposals consisted of conventional but content-unspecific methods to be carried out in school. These proposals were mainly catchwords of generic differentiated instruction practices, signalling adequately personalised support towards to the IEPs’ readers but lacking sufficiently clear descriptions to ensure their implementation. Analyses of variance concerning specific contextual and structural characteristics of IEPs made it possible to assess the features of documents with higher potential informational value for teachers and support staff. Overall, most IEPs seem unlikely to fulfil their primary purpose. At the same time, there were indications about how they could be improved.

摘要

个人教育计划 (IEP) 被归类为规划文件，旨在提供更符合个别学生技能和需求的校本教学。本研究调查了 IEP 在多大程度上包含了教师在实践中实施的实际相关建议。基于来自德国的 112 个 IEP 样本，对这些文件中的支持建议进行了审查。结果表明，大约一半的参赛作品由在学校进行的传统的、特定于内容的方法组成。在平均 IEP 中，只有 30% 的条目包含偏离特定年级课程的内容。另一大比例的支持提案包括在学校执行的常规但内容不具体的方法。这些建议主要是通用差异化教学实践的流行语，表明对 IEP 读者的充分个性化支持，但缺乏足够清晰的描述以确保其实施。对有关 IEP 的特定上下文和结构特征的差异分析，可以评估对教师和支持人员具有更高潜在信息价值的文档的特征。总体而言，大多数 IEP 似乎不太可能实现其主要目的。同时，也有迹象表明它们可以如何改进。对有关 IEP 的特定上下文和结构特征的差异分析，可以评估对教师和支持人员具有更高潜在信息价值的文档的特征。总体而言，大多数 IEP 似乎不太可能实现其主要目的。同时，也有迹象表明它们可以如何改进。对有关 IEP 的特定上下文和结构特征的差异分析，可以评估对教师和支持人员具有更高潜在信息价值的文档的特征。总体而言，大多数 IEP 似乎不太可能实现其主要目的。同时，也有迹象表明它们可以如何改进。