Abstract/Summary

Providing children with special educational needs with individual education plans (IEPs) was advocated in the 1994 code of practice for SEN, and retained in the 2000 code. Specifically as it relates to mainstream secondary schools, this has proved highly controversial: many SENCos report that the writing and implementing of IEPs is a bureaucratic encumbrance, whilst others, going about the process of writing IEPs in very different ways, report that the process is both manageable and beneficial to the children concerned. Given this contradictory evidence, there is an urgent need for research into this area. Having looked at three case-studies of schools using very different methods to write IEPs in ways with which they feel comfortable, a research agenda is set out with a view to informing policies which ensure that resources spent on SEN are used as productively as possible.