What is the Individual Planning process?
Individual Planning is a process whereby issues pertaining to a student’s ability to access and participate in the educational and other opportunities provided by a school are identified and adjustments to facilitate greater access and participation are determined.
It is a legislated process under the Disability Standards for Education 2005 and involves consideration of the:
- student’s disability / learning needs
- information provided by / on behalf of the student
- views of student or associate
- effect of the adjustment on the student’s
- ability to achieve learning outcomes
- ability to participate in courses or programs
- independence
- effect of the implementation of the adjustment on the school, staff and other students
The planning process through collaboration identifies the issues, adjustments and actions that are necessary for the student to access the curriculum and participate in all aspects of school life. Thorough knowledge of the students’ strengths, interests and areas of need is paramount to the identification of reasonable adjustments and appropriate strategies.
Examples of areas that may be included in the individual plan are:
- curriculum access and participation
- physical access/ mobility
- social development
- safety and well being
- communication
- attendance
- school/class routines, structures and expectations
- transition planning at key educational points
- professional development for staff
- applications for funding
- transportation to, from and across the school day
- specialist teachers and relief teachers
- morning/afternoon/recess and/or lunchtime routines/activity options
- assembly/chapel/sport
- out of routine activities
- sudden change to routine
- emergency evacuation procedures
- health care planning (Further information is provided below)
- behaviour support plans (Further information is provided below)
- communication/co-ordination: day to day issues, significant issues, follow-up and review
Planning Requirements
All students with a disability, and who receive funding under the Commonwealth Targeted programs, are required to have an Individual Plan (IP). The process of developing an IP is also useful for students who have a learning difficulty and/or behavioural needs. In addition to an IP, some students may require a Health Care Plan and/or a Behaviour Support Plan.
Under the Board of Studies guidelines the individual planning process is a requirement to determine the appropriateness for a student to access Life Skills Outcomes and Content (7 -10) in a specific subject, or a Stage 6 Life Skills Course.
For further information see Board of Studies documents: Syllabuses; Assessment Certification and Examination (ACE) Manual and Life Skills Years 7-10 Advice on Planning, Programming and Assessment, at: www.boardofstudies.nsw.edu.au
Health Care Plans
A health care plan formalises the support requirements for students with complex health issues and/or conditions. For example students with chronic asthma, mobility issues, diabetes, mental health care needs, epilepsy or anaphylaxis.
A health care plan should:
- detail the student's specific health care needs;
- be developed in conjunction with medical professionals and families;
- describe agreed actions to meet the identified needs;
- include all relevant information:-
- an emergency care/response plan
- an emergency evacuation plan
- a statement of the agreed responsibilities
- a procedure for the administration of medication
- a schedule for the administration of health care procedures
- authorisation and contact details for the medical practitioner;
- training requirements and details
- include emergency phone numbers for ambulance, parent and an emergency contact.
Schools should exercise caution with regard to the sensitive information used in the development of health care plans. Student privacy and confidentiality must be a primary consideration.
Schools are encouraged to be proactive and provide adequate training for staff by appropriately qualified providers.
AIS consultants are available to assist schools in the development and implementation of health care plans.
Behaviour Support Plans
A behaviour support plan uses the observations and data obtained with regard to an identified behaviour to inform the focus of a concrete plan of action for supporting desirable change in student behaviour.
A behaviour support plan should:
- specify the student's behavioural needs;
- identify possible triggers / antecedents for the behaviour;
- include clear, measurable and objective descriptions;
- focus on the desired, replacement behaviours and the teaching of new skills;
- include a process to be undertaken when the safety of the student or others is at risk (incident management plan);
- establish logical consequences for challenging behaviours; and
- continue to be evaluated and revised regularly.
Clear communication of the plan and adequate training of staff is essential in order to achieve consistent implementation.
AIS consultants are available to assist schools in the development, implementation and revision of behaviour support plans. Also, see the following useful document: Functional Behaviour Analysis overview