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Gillian Young; Maria Mathews; Leslie Meredith; Shannon L. Sibbald; Dana Ryan – Journal of Applied Research in Intellectual Disabilities, 2025
Background: In partnership with PHSS, a community care agency in London, Ontario, we describe the person-centred planning model. Person-centred plans (PCPs) are mandated in the community care sector and created annually through discussions with the person-supported, staff, family/friends and community members. PCPs are individualised, integrated…
Descriptors: Foreign Countries, Community Health Services, Planning, Models
Dimitrios Papadopoulos; Karin Lumsden Wass; Gun-Britt Wärvik – Scandinavian Journal of Educational Research, 2025
This article examines individualising processes in the context of Municipal Adult Education in Swedish for Immigrants (SFI). Demands to adapt education to individual students' needs are increasingly evident in adult education policies, requiring accountable authorities' active engagement in enacting effective organisational frameworks while…
Descriptors: Adult Education, Immigrants, Media Adaptation, Educational Policy
C. Viscogliosi; N. Dame; R. Duquette-Laplante; S. Rahimaly; B. Chassé; J. Mino-Roy; Y. Couturier; J. Dery; D. Giroux; V. Provencher – Educational Gerontology, 2024
For caregivers of people living with major neurocognitive disorders (MNCD), adapting and applying methods optimizing learning (MOL) to a specific situation, based on preserved cognitive skills, can be challenging. This study aimed to 1) co-develop workshops, a web application and accompanying materials to support the operationalization of MOL; 2)…
Descriptors: Dementia, Neurological Impairments, Foreign Countries, Caregivers
Papadopoulos, Dimitrios – International Journal of Lifelong Education, 2023
Individualising processes often are prescribed as all-embracing solutions in adult education policies worldwide. Nevertheless, re-adaptation of educational frameworks to individual students' needs may result in tensions for involved agents due to complexities of such initiatives. This literature review examines individualising processes in…
Descriptors: Adult Education, Educational Research, Individualized Programs, Educational Policy
Toh, Ruby; Sampson, James P. – British Journal of Guidance & Counselling, 2021
While public employment service delivery in many developed countries today is rendered in a differentiated, needs- or profile-based approach, it remains entrenched in a traditional one-size-fits-all, first-come-first-served approach in most developing countries. The right servicing model offers a system of continuous assessment and determination…
Descriptors: Developing Nations, Delivery Systems, Employment Services, Problem Solving
Kathryn Pierce; Samantha Yamada; Melissa Major; Debra J. Pepler – Journal of Emotional and Behavioral Disorders, 2024
School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program models are lacking. We used stimulated recall interviews to explore the moment-to-moment processes and strategies of classroom staff in a day treatment…
Descriptors: Emotional Problems, Social Problems, Behavior Problems, Outcomes of Treatment
Laura Gormley; Devon Ramey; Carrie Grennan; Nathalie Koka – European Journal of Education, 2024
Individual education plan (IEP) quality is a strong predictor of student outcomes and progress towards their goals. In the Republic of Ireland, unlike many other jurisdictions, IEPs are not compulsory, regulated or assessed. Therefore, the aim of our co-produced, mixed-methods study was to identify and understand the IEP priorities of the autistic…
Descriptors: Foreign Countries, Individualized Education Programs, Autism Spectrum Disorders, Advocacy
Richard Gregory; Cathy Atkinson – Journal of Research in Special Educational Needs, 2024
Person-centred planning (PCP) is both a philosophy and method of service delivery across varied contexts. It is used in pathway planning for young people with special educational needs and disabilities (SEND) to promote positive transition outcomes. Due to idiosyncratic use, it is unclear how PCP meetings are organised and structured and to what…
Descriptors: Special Education, Individualized Transition Plans, Youth, Adolescents
Salih Rakap; Serife Balikci; Sinan Kalkan; Heather Coleman; Burak Aydin; Emrah Gulboy – European Journal of Special Needs Education, 2025
High-quality IEP goals developed based on a comprehensive assessment of child functioning are more likely to result in individualisation of services and improved learning outcomes for students with disabilities. This study investigated the impact of a training programme on the quality of individualised education programme (IEP) goals written by…
Descriptors: Individualized Education Programs, Training, Program Effectiveness, Educational Objectives
Yazçayir, Gülcihan; Gürgür, Hasan – Education 3-13, 2023
This research aims to examine how Resource Room practice is utilised for students with special education needs (SEN) at a general education middle school where inclusive education is implemented. Accordingly, an embedded single case has been opted for the research design. The research participants include two students with SEN, five teachers, one…
Descriptors: Resource Room Programs, Teaching Methods, Middle School Students, Inclusion
Kozikoglu, Ishak; Albayrak, Ezgi Nur – Participatory Educational Research, 2022
In this study, it was aimed to examine teachers' attitudes and challenges they experience concerning Individualized Education Program (IEP). Explanatory sequential design, one of the mixed methods, was used in this study. The study group of this study consists of 100 teachers working in the central districts of Van, Turkey within 2019-2020…
Descriptors: Teacher Attitudes, Teaching Experience, Barriers, Individualized Education Programs
Elizabeth Mirekua Oti – ProQuest LLC, 2024
Neurodevelopmental disorders (NDDs) significantly affect the developmental capacities and overall quality of life for children, including Ghana, where approximately 45% of children under 5 years old in a child welfare clinic show signs of NDDs. Early identification and intervention for NDDs are crucial for optimizing the children's development and…
Descriptors: Teacher Empowerment, Identification, Early Intervention, Neurodevelopmental Disorders
Tameem Yahya Ali Basha; Abdo Saeed Al-Sana'ani; Sadeq Abdo Saif Al-Mekhlafi – Journal of International Special Needs Education, 2025
Despite having signed most international conventions and enacted numerous national legislations related to inclusive education (IE), the Yemen's educational system still faces many problems and barriers that hinder the success of IE programs. This study aims to investigate policies, practices, and barriers of IE for students with disabilities…
Descriptors: Inclusion, Educational Policy, Educational Practices, Barriers
Susan H. Ebbels; Mollie Gadd; Hilary Nicoll; Lucy Hughes; Nicola Dawson; Caroline Burke; Samuel D. Calder; Pauline Frizelle – Language, Speech, and Hearing Services in Schools, 2024
Purpose: We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages. Method: Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min…
Descriptors: Foreign Countries, Elementary School Students, Language Impairments, Intervention
Eylem Dayi; Çetin Toraman; Pinar Özkan Renk; Belgin Öztürk – International Journal of Contemporary Educational Research, 2024
This study addressed the experiences of primary school teachers in Türkiye regarding inclusion/integration and Individualized Education Programs (IEP). The study also addressed how mainstreaming/integration and IEPs might impact students without special needs and their parents. This qualitative study adopted a phenomenological research design. The…
Descriptors: Foreign Countries, Elementary School Teachers, Individualized Education Programs, Mainstreaming