Integrative review of national scientific production on the Individualized Educational Plan

• Autor(a) principal: Silva, Gabrielle Lenz da
• Data de Publicação: 2021
• Outros Autores: Camargo, Síglia Pimentel Höher
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/66509
• topic: Individualized Educational Plan; School inclusion; Integrative review.; Plan educativo individualizado; Inclusión escolar; Revisión integradora.; Plano Educacional Individualizado; Inclusão escolar; Revisão integrativa.

One way to contribute to the school progress of students with disabilities, is the elaboration and implementation of the Individualized Educational Plan (IEP). The IEP is a collaborative work methodology, focused on students with disabilities based on grade, age, level of development, and prior skills and knowledge, to develop short, medium, and long-term learning objectives and assess student progress. IEP is still not widely used and studied in Brazil. Because of this, the present study carried out an integrative review of national studies on the IEP, to answer some guiding questions: do the studies operationalize the IEP? Do they demonstrate their contribution to school inclusion? Which disabilities do they address? The purpose of this survey is to verify how the IEP is understood through national research, as well as whether they support a greater understanding of the subject, enabling teachers and other professionals for its preparation and implementation. Sixteen articles that met the inclusion criteria of this study were selected, and the analysis of the articles showed that the national academic production on the IEP does not make it operational, that is, they do not explain in a clear, synthetic and objective way how the IEP could or should be elaborated and carried out. Only 1 article presented the contributions of using the IEP, demonstrating significant changes in the academic and/or functional areas of the student, through quantitative and qualitative data. The disabilities studied were: Autism Spectrum Disorder, Intellectual Disability and High Abilities. The implications of these data for the inclusive education of students with disabilities and for the development of future research are discussed.