FROM LEGAL CONDITIONS TO SCHOOL PRACTICE: FORMATIVE AND INSTITUTIONAL GAPS IN THE MANAGEMENT OF THE INDIVIDUALIZED EDUCATION PLAN

Abstract

This study aims to identify how the Individualized Education Plan (IEP) is being regulated, implemented, and monitored in school systems, analyzing the normative, formative, and operational gaps that impact its effectiveness as a pedagogical management tool in inclusive education. The study adopted an Integrative Systematic Literature Review (ISLR), aligned with Evidence-Based Practice, to analyze the scientific production on the management, monitoring, and evaluation of the IEP. The methodology followed six stages, involving defining the research question (PICOD), searching the CAPES Portal, rigorous criteria, and analytical synthesis of the findings. The analysis shows that the IEP is widely recognized as a central instrument of inclusive education, but its effectiveness remains weak. The literature points to normative, formative, and operational gaps, with a lack of clear guidelines, monitoring, and systematic evaluation, which compromises its consolidation as a pedagogical management tool.