Planning Support and Resources

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 a Risk Assessment. Or it might identify the need for quite specific goals relating to teaching and assessment that will be documented in a separate plan such as an Individual Education Plan (IEP), Individual Learning Plan (ILP) or Personalised Learning Plan (PLP).

The collaborative planning process requires comprehensive consultation and involves:

Explore resources related to each area:

Multi-tiered Systems of Support

Multi-tiered Systems of Support (MTSS) provides schools with a framework for allocating educational services to students with varying academic, social-emotional and behavioural skills. A foundational principle of MTSS is that all students benefit from instruction in an inclusive whole school setting incorporating evidence- based teaching strategies. This is referred to as universal support,  or tier one. There are some students for whom this universal support is not sufficient. These students receive targeted, tier 2 support with supplementary intervention. Individual students who require more than the universal and targeted support receive intensive, individualised, tier 3 intervention.

AISNSW member school users can access the fact sheet below:

Curriculum Planning

AISNSW member school users can access the fact sheets below:

Consultancy Support

Consultants from the AISNSW Student Services team work with key staff within the school context through the provision of specialised consultancy support. Through a joint collaborative planning approach, the emphasis is on quality teaching and learning, implementation of adjustments, monitoring student learning and behaviour and proactive involvement of key staff across the school setting.

Proactive Planning for Individual Student Matters
Proactive advice and support with the collaborative planning process includes, but is not limited to individual planning associated with areas of:

  • curriculum,
  • behaviour,
  • key transition points, and
  • health care needs.

Responding to Complex Student Needs and Situations
AISNSW Student Services consultants also support member schools in undertaking the appropriate planning in response to critical incidents and/or emerging complex situations. Planning, advice and support are related to more complex matters associated with

  • behaviour,
  • mental health care,
  • health care,
  • risk assessment, and
  • attendance.

Professional Learning

Professional learning is also offered in the following areas:

  • anti-discrimination legislation – Disability Discrimination Act and Disability Standards for Education;
  • curriculum and assessment guidance;
  • effective teaching and learning;
  • autism spectrum disorder – fundamentals and practicalities;
  • strategies and approaches to support behaviour; and
  • interventions to support students with mental health challenges in the school setting.

Sessions are tailored to the school’s context and needs. They may be distributed over time to allow for implementation and reflection in between sessions, or stand-alone offerings.