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État de publication: Publiée (2024 )
Nom de la revue: La Foucade
Intervalle de pages: 20-22
URL: https://www.researchgate.net/publication/381768365_Is_an_IEP_Really_Called_For
Résumé: An Individualized Education Plan (IEP) is not always an inevitable requirement when it comes to cul- tivating well-being and academic success for school students pre- senting with social, emotional and behavioural difficulties (SEBD). Sometimes personal challenges prove transient or might be con- nected to a single event or set of circumstances. In such cases, some simple situational analysis can help pinpoint solutions to fix short-term concerns. For this reason, during the Formal Review Phase, specialists and educational support staff should experiment with a broad range of intervention techniques that could lead to improvements prior to diving straight into a full IEP process. Pre- liminary interventions can involve or be geared towards students, teach- ers and/or parents . Once these first steps have been taken, the qualified education professionals can then assist the school principal in deter- mining whether or not an IEP is truly necessary.
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