THE INDIVIDUAL DEVELOPMENT PLAN (IDP) AS AN INCLUSION RESOURCE: A REVIEW

Abstract

The practice of inclusion is a significant focus in contemporary society, supported by official documents mandating the inclusion of students with special needs in regular classrooms. Consequently, there is a need to refine this process through new approaches; this study aims to analyze the formulation of Individualized Development Plans (IDP)—also known as IEPs—for students diagnosed with autism within the regular education system, viewing them as tools to facilitate effective knowledge acquisition. Didactic proposals must align with the students' specific challenges to foster significant progress and ensure a successful inclusion process. The study employed a methodology based on a literature review and an analysis of an IDP provided by the educational institution. Given that autism is a spectrum, affected children exhibit diverse characteristics and differ from one another; therefore, varied methodologies are required to meet everyone's needs in the school environment. Furthermore, collaborative work among those involved in the students' learning process is essential to provide resources that drive significant progress. The IDP is thus crucial for adopting a personalized approach to students with ASD.