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).