Count me in! : involving children in their Individualised Educational Programmes

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Using Amstein's (1969) ladder of participation and Treseder's (1997) degrees of participation, this study looks at ways of increasing the involvement of children with learning disabilities in their individualised educational programmes (IEPs).;It adopts an action research model, consisting of four cycles of research. Each cycle feeds directly into classroom practice and is designed to increase the children's participation in the IEP process. The study uses a variety of data collection methods. Throughout the research process, these methods are re-negotiated with the participants in order to take into account pragmatic and ethical issues.;The study suggests a number of interventions and strategies to increase the children's knowledge and understanding of their targets, to involve them in the setting of their targets and to help them to participate in the IEP review meetings. However, it also concludes that the structure and procedures of such meetings need to change to enable children with learning difficulties to play an active and meaningful role. In addition, it maintains that if this group of children are going to be meaningfully and actively involved in decision-making processes, researchers need to adopt an expanded social model of disability and develop and explore more effective ways of communicating with them. If this does not happen there is a danger that their voices will be silenced or ignored.

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