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Pragmatism in inclusive education: An exploration of school practitioners’ experience of Individualised Education Plans
thesis
posted on 2019-02-06, 23:01 authored by SHAMALA TIMOTHYThis phenomenological qualitative study explored the roles and lived experiences of primary and secondary school leaders and teachers in two independent schools in the Southeastern metropolitan region of Victoria, Australia. These school practitioners adopted and used Individual Education Plans in programming for quality inclusive education for students with special education needs and/or disabilities. The results identified collaboration, parental involvement and strong leadership as supporting the development and implementation of IEPs that meet individual student’s learning needs. The researcher suggests that school leaders and teachers can enact specific improvements in IEP usage in inclusive education when provided with ongoing training.
History
Campus location
AustraliaPrincipal supervisor
Joseph AgbenyegaYear of Award
2019Department, School or Centre
EducationCourse
Doctor of PhilosophyDegree Type
DOCTORATEFaculty
Faculty of EducationUsage metrics
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