Individual target setting in a mainstream and special school: tensions in understanding and ownership

Abstract

Our research examined understandings of individual student target setting processes through semi‐structured interviews with staff and students from two schools in England: a special school for students with severe learning difficulties and a linked mainstream secondary school. This article details some of the tensions and issues arising from perceived ownership of targets and the communication and sharing of these between and within schools, specifically focusing on dimensions of power and agency.

Keywords:

• individual target setting
• inclusion
• student involvement
• ownership