在当前的IEP系统中，有三个额外的障碍阻碍完全包含。在IEP的形成过程中，缺乏所有利益相关者的投入，导致了IEP的无效。通常，SENCO在考虑来自父母和孩子的输入之前完成了整个IEP的创建。由于这位超负荷工作的教育工作者很少能收集到所需的所有相关信息，IEPs往往缺乏关键数据。尽管《2000年儿童法》要求政府和教育当局从整体上考虑儿童，但许多家长并不确定哪些信息是有用的，因此提供的信息很少。同样，许多教师认为IEP是SENCO的责任，忽略了提供详细的数据。有时，由于一些教师不支持将森氏学生纳入主流学校，这种情况更加严重。缺乏来自所有利益攸关方的投入可能导致IEP得不到那些实际与儿童互动的人的支持，因此限制了他们促进充分包容的有效性。此外，IEPs在目标设定方面也不是很有效。Ofsted(1999)发现，虽然学校现在已经有了iep，但它们的效果各不相同。例如，IEPs提出长期目标，通常是一个学期或一个学年的持续时间。森氏儿童对短期目标的反应更好，比如在两周内读完一本书的一章。当IEPs将测量进展的方法延伸到下一次评估时，它们在实践中变得不那么有用，对SEN儿童的意义也越来越小，因为他们往往无法概念化或认识到自己的成就和进展。例如，行为目标在许多iep中比学习目标更有效，因为行为目标往往是高度具体的，允许孩子确切地理解他们需要做什么来实现这些目标.
英国留学生作业代写:教育工作者
Within the current IEP system, there are three additional hindrances to full inclusion. A lack of input from all stakeholders in the forming of the IEP contributes to their ineffectiveness. Too often, the SENCO completes the entire IEP creation before input from parents and child are considered. As this overworked educator rarely can gather all the pertinent information needed, IEPs are often lacking critical data. Even though government and educational authorities are required by the Children Act 2000 to consider the child holistically, many parents are unsure as to what information would be useful and therefore provide little input . Similarly, many teachers view the IEP as the SENCO’s responsibility and neglect to provide detailed data (Pearson 2000). This is sometimes compounded by lack of support by some teachers for inclusion of SEN pupils in mainstream schools .This lack of input from all stakeholders can lead to an IEP that is not supported by those who actually interact with the child, and therefore limits their effectiveness in promoting full inclusion.In addition, IEPs are not effective in goal setting. Ofsted (1999) found that although schools now have IEPs in place, their effectiveness varies. For example, IEPs present long-term goals, typically a school term or year in duration. SEN children respond better to short-term goals, like to read a chapter of a book in two weeks. As IEPs stretch out measurement of progress to the next review, they consequently become less useful in practice and less meaningful for SEN children, who are often unable to conceptualise or recognise their attainment and progress. Behavioural goals, for instance, are more effective on many IEPs than learning goals, because the behavioural goals tend to be highly specific, allowing children to understand exactly what they need to do to achieve these goals
