ABSTRACT
Earlier in this book, we described the development of differentiated schemes of work designed to meet the diverse needs of cohorts or groups of pupils. We focused on the process of development and emphasised that the opportunities to work and learn together presented to staff while they work on curriculum planning materials are more important, in our view, than any ‘finished’ or ‘completed’ paperwork. We would make precisely parallel comments about the development of individual education plans. While staff frequently express a great deal of concern about paper formats and procedural niceties related to the plan itself, there is often less professional interest in some of the key principles and practices that underpin the individual education planning process itself – a process we summarised in Table 1.2. We would like to open this chapter, therefore, with a review of those key principles.
