Collaborative Planning Process


As defined in the Disability Standards for Education 2005, the Collaborative Planning Process is the fundamental practice underlying the procedure for supporting students whom require adjustments to access and participate in education on the same basis as other students.

Support for students with disability involves a combination of actions and adjustments taken by the school to ensure meaningful participation and to reduce barriers to participation. Adjustments may be undertaken in the areas of enrolment, curriculum, assessment, pedagogy and instruction, environment and infrastructure as well as access to specialist support services. Such actions are responsive to the school’s context whilst focusing on the development of sustainable practices.”

An Individual Plan is the documented outcome of the collaborative planning process. On occasions, this process may highlight the need for a more targeted and specific plan, for example a Behaviour Support Plan, Health Support Plan or the circumstances may necessitate the need for the school to undertake a Risk Assessment.

Case Studies and Sample Plans

A series of case studies with accompanying relevant sample plans are available below.

Primary

Daniel

Access Case Study
(Contains Individual Plan, School Risk Assessment and Behaviour Support Plan)

Jake

Access Case Study
(Contains Individual Plan and Behaviour Support Plan)

Jim

Access Case Study
(Contains Individual Plan)

Jodie

Access Case Study
(Contains Individual Plan and School Risk Assessment)

Olivia

Access Case Study
(Contains Individual Plan)

Secondary

Cameron

Access Case Study
(Contains Individual Plan, School Risk Assessment, Health Support Plan and Epilepsy Management Plan)

Melissa

Access Case Study
(Contains Individual Plan and School Risk Assessment)

Stanley

Access Case Study
(Contains Individual Plan)

Sunday

Access Case Study
(Contains Individual Plan)