THE IEP AS AN INSTRUMENT FOR INCLUSION AND PERSONALIZED PLANNING IN SPECIAL EDUCATION
DOI:
https://doi.org/10.56238/arev7n12-196Keywords:
Individualized Education Plan, Special Education, School Inclusion, Personalized Planning, Student DevelopmentAbstract
Discussions on Special Education from an inclusive perspective highlight the need for instruments that enable the organization of pedagogical practices adjusted to the educational needs of students with disabilities, ensuring their permanence, participation, and development in the school environment. In this context, the present article addressed the Individualized Education Plan as an instrument of inclusion and personalized planning in Special Education. The objective of the research was to analyze the contributions of the Individualized Education Plan (IEP) to school inclusion and to learning planning. The investigation was characterized as bibliographic research, understood as a procedure that allowed the collection, reading, analysis, and organization of previously published academic productions, according to the concept presented by Santana and Narciso (2025). The data were collected from scientific articles and academic materials, which were subjected to careful reading, critical analysis, and systematization of information. The results indicated that the IEP guided pedagogical planning, favored practices adjusted to educational needs, expanded student participation in school activities, and strengthened their development in the context of the regular school. It was also found that the effectiveness of inclusion was directly related to the organization of personalized pedagogical interventions, the systematic monitoring of the student, and the collaborative work of school professionals. Thus, the study highlighted the relevance of the IEP as a fundamental instrument for the organization of educational support in an inclusive perspective.
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References
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