ABSTRACT
This chapter begins with the premise that Individual Education Plans (IEP) will continue to have an important role to play in securing monitored extra provision for some pupils with SEN. Special Educational Needs Coordinators (SENCO) are central to ensuring that the writing and implementation of IEPs is not a discrete activity which is nearing completion. If IEPs are to be made more explicit, it may well prove cost-effective in the long term to give teachers the time and training needed to hone their writing skills in such a way that brief productive writing needed for IEP planning replaces retrospective reporting. One way of improving the educational effectiveness of the IEP is to direct teacher training towards the principles of target setting. When IEPs are embedded into the curriculum and into teaching and assessment, there appears to be better coordination of effort.
