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Initial identification of special educational needs - Sweden

Professionals within the schools are responsible for structuring the education programme together with pupils so that national objectives are achieved. The schools shall follow up and evaluate their operation and present an annual quality report. The pupils are involved in the practical structuring of their education together with the teachers. Pupils shall have great influence on how to work  in the classroom so national objectives are achieved. 

One school points out several objectives in the assessment process. Firstly, there is a meeting where the parents, pupil and teachers get together and work out the IEP. It is important that the teachers have not designed the plan before the meeting. Secondly, all teachers connected to the pupil are involved in working out the plan. Thirdly, IEP is one part in the process. Another part is the individual planning where the pupil notes his or her own goals for learning in a logbook or reflection-book. Finally, the individual documentation is the part that gives a concrete form to the learning development, to clarify the learning process. Here the portfolio model is a good tool. 

The policy document for this school points out that the IEP means a lot to pupils, parents and teachers concerning development. The parents, for instance, can easily follow their child’s development and the plan is a document that the parents recognise as it returns year after year. Another important issue to be pointed out is the pupil’s involvement in the plan, that the plan will be a tool in daily work and that the pupils have great influence in their plan. Furthermore it facilitates transfer between grades and moreover functions as a kind of quality assurance.

A portfolio model can be found clicking on the following web site:

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