Individual Education Plan
Please note: While this plan is based on a student from one of my professional experience placements, all names and contact details are hypothetical.
Under the Disability Standards for Education 2005, reasonable adjustments must be made to the curriculum to ensure Eliza is able to participate and achieve in the learning program at SHPS, on the same basis as a student without a disability (Commonwealth of Australia, 2006). Eliza’s IEP was developed in consultation with her parents and involved consideration for the effect of the adjustments on Eliza, her teacher and other students in the class. In light of this, the adjustments can be deemed reasonable in that they addressed Eliza’s specific learning needs at the time of development in the least intrusive, most cost-effective way while still enabling Eliza to effectively participate in the classroom learning program (Commonwealth of Australia, 2006). It must also be noted that these adjustments will be continually reviewed and possibly changed over the course of Eliza’s education at SHPS to ensure and maintain the reasonability of these adjustments.
Various adjustments and strategies are identified in the IEP to support Eliza in achieving the goals outlined in Key Outcome 1. Children with ASD often have difficultly understanding and interpreting the language and techniques used by authors to convey meaning in texts (Gately, 2008). By selecting texts that capitalise on Eliza’s strengths and interests, the identified teaching strategies and learning outcomes will prove more effective. As Huang & Wheeler (2006) argue, outcomes developed for students with ASD are obtainable only when “built on the student’s strength and interests” (p.171). In addition, Eliza’s motivation to engage with the text will be increased and she will be able to make more meaningful connections to the text based on prior knowledge (Lanou et al., 2012). To assist Eliza in making meaningful and relevant connections to prior knowledge when reading the use of graphic organisers is incorporated (O’Connor & Klein, 2004). A graphic organiser will be useful in providing concrete associations between relevant parts of the story and her own experiences (Gately, 2008). Many studies suggest that children with ASD require explicit teaching and modelling (Plavnick & Hume, 2013), and this strategy is adopted in Eliza’s IEP through the practice of think-alouds. Think-alouds help students with ASD learn predicting, questioning, clarifying and summarising comprehension strategies and through modelled instruction, Eliza can gradually take on responsibility for using these strategies herself (Gately, 2008). The incorporating of ICT into Eliza’s IEP, through the use of her iPad, will facilitate her learning and engagement by tapping into her interests and supporting access to the curriculum as well as providing an opportunity to address her sensory needs (Croser, 2015).
Various adjustments and strategies are identified in the IEP to support Eliza in achieving the goals outlined in Key Outcome 1. Children with ASD often have difficultly understanding and interpreting the language and techniques used by authors to convey meaning in texts (Gately, 2008). By selecting texts that capitalise on Eliza’s strengths and interests, the identified teaching strategies and learning outcomes will prove more effective. As Huang & Wheeler (2006) argue, outcomes developed for students with ASD are obtainable only when “built on the student’s strength and interests” (p.171). In addition, Eliza’s motivation to engage with the text will be increased and she will be able to make more meaningful connections to the text based on prior knowledge (Lanou et al., 2012). To assist Eliza in making meaningful and relevant connections to prior knowledge when reading the use of graphic organisers is incorporated (O’Connor & Klein, 2004). A graphic organiser will be useful in providing concrete associations between relevant parts of the story and her own experiences (Gately, 2008). Many studies suggest that children with ASD require explicit teaching and modelling (Plavnick & Hume, 2013), and this strategy is adopted in Eliza’s IEP through the practice of think-alouds. Think-alouds help students with ASD learn predicting, questioning, clarifying and summarising comprehension strategies and through modelled instruction, Eliza can gradually take on responsibility for using these strategies herself (Gately, 2008). The incorporating of ICT into Eliza’s IEP, through the use of her iPad, will facilitate her learning and engagement by tapping into her interests and supporting access to the curriculum as well as providing an opportunity to address her sensory needs (Croser, 2015).
References
Commonwealth of Australia. (2006). Disability Standards for Education 2005. Retrieved from http://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
Croser, R. (2015). Inclusive technology. In A. Ashman (Ed.), Education for Inclusion and Diversity (5th Ed.) (pp.162-196). Melbourne, VIC: Pearson Australia.
Gately, S., E. (2008). Facilitating reading comprehension for students on the Autism Spectrum. Teaching Exceptional Children, 40(3), 40-45. Retrieved from http://eric.ed.gov/
Huang, A., X. & Wheeler, J., J. (2006). Effective interventions for individuals with high functional Autism. International Journal of Special Education, 21(3), 165-175. Retrieved from http://eric.ed.gov/
Lanou, A., Hough, L. & Powell, E. (2012). Case studies on using strengths and interests to address the needs of students with Autism Spectrum Disorders. Intervention in School and Clinic, 47(3), 175-182. Doi: 10.1177/1053451211423819
O’Connor, I., M. & Klein, P., D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 34(2), 115-127. Retrieved from http://www.ebscohost.com
Plavnick, J. & Hume, K. (2013). Observational learning by individuals with Autism: A review of teaching strategies. Autism, 18(4), 458-466. Doi: 10.1177/1362361312474373
Tasmanian Department of Education [DoE]. (2013). Register of Students with Severe Disabilities. Retrieved from https://www.education.tas.gov.au/documentcentre/Documents/Register-of-Students-with-Severe-Disabilities.pdf
Commonwealth of Australia. (2006). Disability Standards for Education 2005. Retrieved from http://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
Croser, R. (2015). Inclusive technology. In A. Ashman (Ed.), Education for Inclusion and Diversity (5th Ed.) (pp.162-196). Melbourne, VIC: Pearson Australia.
Gately, S., E. (2008). Facilitating reading comprehension for students on the Autism Spectrum. Teaching Exceptional Children, 40(3), 40-45. Retrieved from http://eric.ed.gov/
Huang, A., X. & Wheeler, J., J. (2006). Effective interventions for individuals with high functional Autism. International Journal of Special Education, 21(3), 165-175. Retrieved from http://eric.ed.gov/
Lanou, A., Hough, L. & Powell, E. (2012). Case studies on using strengths and interests to address the needs of students with Autism Spectrum Disorders. Intervention in School and Clinic, 47(3), 175-182. Doi: 10.1177/1053451211423819
O’Connor, I., M. & Klein, P., D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 34(2), 115-127. Retrieved from http://www.ebscohost.com
Plavnick, J. & Hume, K. (2013). Observational learning by individuals with Autism: A review of teaching strategies. Autism, 18(4), 458-466. Doi: 10.1177/1362361312474373
Tasmanian Department of Education [DoE]. (2013). Register of Students with Severe Disabilities. Retrieved from https://www.education.tas.gov.au/documentcentre/Documents/Register-of-Students-with-Severe-Disabilities.pdf