Individual Education Plans and the means of creating a sustainable platform for children with learning difficulties is a subject of vast discussion. The original idea was to create a system in which the documentation of certain students with learning difficulties would lead to precautions being taken in order to eradicate difficulties and improve student’s abilities to excel in studies. However, in practice, the IEPs proved less functioning and the special needs of students were not attained accordingly to the theoretical approach. In some aspects the IEPs were a helpful tool to create sustainability for students with special needs, but in the long term the IEPs seemed to provide less support and more segregation. The usage of individual education plans in the Swedish school, as well as Irish- and British schools, had its own theoretical standpoints within each faculty. For some schools the IEP was used as a tool to reflect that the institution indeed followed the guidelines set for special education, in order to protect institutional activities. For other schools there was a normative behavioral standard to be measured through IEPs, in these certain scenarios the IEP served as a tool to create a “normal” behavior for the students that showed certain social “problems”. In many regards these behavioral precautions did not have any actual relation to said student’s special education needs. In this study we examine how the theoretical approach to the IEPs was regarded and how these theoretical ideas have been implemented in practice. In this study we also present a discussion about how the theoretical and practical usage of IEPs is in any form regarded as positive or negative, in accordance to the scientific approach of special education.