1 / 15

Individual Plans

Individual Plans. Developing an Individual Plan (IP) for Students with Disability (SWD). Legislation. The Disability Standards for Education 2005 require all educational institutions to make reasonable adjustments for students with disabilities

azia
Télécharger la présentation

Individual Plans

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Individual Plans Developing an Individual Plan (IP) for Students with Disability (SWD) CEO, RELS, Diverse Learning Needs Team – 150211

  2. Legislation • The Disability Standards for Education 2005 require all educational institutions to make reasonable adjustments for students with disabilities • Students who meet the NSW Department of Education criteria for “student with a disability” are deemed eligible for funding and require an Individual Plan

  3. Disability Standards for Education 2005 Focus points • Enrolment • Participation • Curriculum development, accreditation and delivery • Student support services • Harassment and victimisation

  4. Disability Standards for Education 2005 What are these obligations? • Obligation to consult • Obligation to make reasonable adjustments • Obligation to eliminate victimisation and harassment

  5. Disability Standards for Education 2005 • ‘on the same basis’ means treating the student with a disability on the same basis as a student without a disability • Moderated by the principle of unjustifiable hardship • Some students may require adjustments and accommodations

  6. Disability Standards for Education 2005 Implications for educators and support staff… All staff need to have skills, knowledge and understanding to implement curriculum in a way that will be accessible to all students, including students with a disability. (Disability Standards for Education information contained in this presentation is used with permission from AAETC Positive Partnerships Teacher Professional Development Manual 2010)

  7. Individual Plan -process The term Individual Planrefers to both the ongoing process and the associated documentation that informs the education of a “student with disability” through describing, documenting, monitoring, reviewing and evaluating the student’s education program, support needs and outcomes.’

  8. Individual Plan - product The IP document is the basis for educational planning for “students with disability”. It assists planning by making explicit the components of the learning and teaching process for a student.

  9. Whose responsibility is it? • The IP process is consultative, including the contributions of the student, families, carers, school personnel and other relevant people such as CEO personnel, and other health professionals i.e. speech pathologist, occupational therapist. • Role clarity is critical

  10. What is the student’s role? • Students are the key participant in the IP planning process • The student should be present for all or part of the meeting • The student’s input is valued and should be documented within the plan

  11. What is the parent/carer’s role? • Parent/carers are key participants, with the school, in determining their child’s learning priorities • Parent/carers will be part of the process of developing the IP document • Parent/carers can inform and educate the school community about their child and specific needs relating to the disability

  12. What is the class teachers role? • Contribute to the development of the IP • Identify subject-related goals that support the Key Outcomes of the IP • Translate the IP goals into practice • Review and document progress • Use the IP as the basis for reporting

  13. Preparing for an IP meeting • Identify who may need to provide information • Gather information • Student proformas • Parent proformas • Teacher and support staff proformas • Determine the most appropriate strategies for all stakeholders to share information that will be used to inform the development of the IP.

  14. Conducting an IP meeting • Determine a school process for meetings • Scheduling of meetings • Invitations to parents/carers • Staff attendance at the meeting • Venue and technology • Data input • Chairperson/meeting facilitator

  15. Where to from here? • IP Tool Getting Started Help Sheet • Infopointhttp://infopoint.dow.catholic.edu.au/

More Related