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The crucial thing about IEPs is that they remain positive, flexible and open to review, as Colette Drifte explains David, aged five, has a behaviour problem and his early years teacher, his mum and David himself, together with the school's Special Needs Co-ordinator (SENCO), have decided on an Individual Education Plan (IEP) that is aimed at tackling David's difficulties.

David, aged five, has a behaviour problem and his early years teacher, his mum and David himself, together with the school's Special Needs Co-ordinator (SENCO), have decided on an Individual Education Plan (IEP) that is aimed at tackling David's difficulties.

The revised Code of Practice, to be implemented in January 2002, places a greater emphasis on involving both the child and his parents in the planning, implementation and review of the child's IEP, even at the early years stage. David, for example, chooses his next activity when he has achieved one of his targets.

When you are planning an IEP, you can try to involve the child by speaking to him about his difficulties and encouraging him to tell you how he feels about his work. Explain why the IEP is being drawn up and, if possible, make sure he understands its targets.

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