Description
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 rote 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 offers teachers in mainstream schools, special schools and dyslexia units, key principles for the design of IFPs for dyslexic pupils. It gives practical advice on target writing and strategy development and ideas and activities to support institutional self review and development (produced in a photocopiable format like other books in this series).
