INDIVIDUAL LEARNING PLANS
The ILP (Individual Learning Plan) enables educational institutes to demonstrate accountability for providing educational outcomes and appropriate programming for every student as underpinned by the Disability Discrimination Act (1992) and Disability Standards for Education (2005). This is especially relevant to students with additional needs that could include:
The Individual Learning Plan (ILP) is an ongoing ‘working document’ where the educational, social and emotional needs and strengths of individual students can be examined by a multidisciplinary team who can include: parents/caregivers, classroom teacher, occupational therapist, speech therapist, school counsellor, psychologist etc.
- Learning difficulties
- Autism Spectrum Disorder
- Language and Communication difficulties
- Behaviour Disorders
- Emotional and/or Mental Health problems
The Individual Learning Plan (ILP) is an ongoing ‘working document’ where the educational, social and emotional needs and strengths of individual students can be examined by a multidisciplinary team who can include: parents/caregivers, classroom teacher, occupational therapist, speech therapist, school counsellor, psychologist etc.
What do planning meetings look like?
The ILP, utilises a ‘team approach’ to ensure the best use of available resources, strategies and outcomes. Foreman (2008 p. 23) also argues that it “empowers teachers to problem solve new instructional challenges”. The ILP has been utilised predominately for students with special needs, however, Tsolakis & Cornford (2010) also argue that gifted and talented students would also benefit from the specific and focused approaches that are often used.
The ILP should be a collaborative approach by all stakeholders, including the student. The following information must be included (Department of Education & Communities, 2010);
Westling & Fox (2009 p. 124) express the importance of cross environmental considerations for maximum benefit across all areas of a student’s life with meaningful life outcomes and highlighted in Giangreco & Cloninger et.al, (2011) COACH system for the development of assessment and planning procedures. Explore this publication through the following website; https://silvereye.com.au/documents/product_info/prod3348.pdf
Filing, documenting and access to the Individual Learning Plan
The ILP should be a collaborative approach by all stakeholders, including the student. The following information must be included (Department of Education & Communities, 2010);
- Students interests
- Students competencies – across the curriculum
- Statement of aspiration (staff and families)
- Wrap around services
- Long term goals that reflect syllabus outcomes
- Short term specific goals which are achievable and measurable
- Adjustments to support access and participation in learning activities
- Key implementation strategies
- Specific resources or equipment required
- Assessment tasks and monitoring strategies.
Westling & Fox (2009 p. 124) express the importance of cross environmental considerations for maximum benefit across all areas of a student’s life with meaningful life outcomes and highlighted in Giangreco & Cloninger et.al, (2011) COACH system for the development of assessment and planning procedures. Explore this publication through the following website; https://silvereye.com.au/documents/product_info/prod3348.pdf
Filing, documenting and access to the Individual Learning Plan
- Care should be taken to manage sensitive or confidential information about students appropriately. The individual learning plan should be kept in a secure place and available only to those staff who need this information to support the student
- The principal must ensure that the carer and the student are provided with a copy of the individual learning plan as soon as possible after it is developed and whenever it is reviewed. A copy should be provided, by the carer or school, to Community Services NSW or the designated government or non-government agency with case management responsibility
- A copy of a child or young person’s individual learning plan may be provided to NSW Health, as appropriate, to contribute to the child or young person’s health assessment/health care plan
- At times, if required and if appropriate, Community Services NSW may share information contained in, or an entire copy of, the individual learning plan with another government or non-government agency
- They may also share a copy of the individual learning plan with families or other key family members to support the maintenance of a child or young person’s identity and relationships within their family.