Developing Individual Learning Plans

The individual planning process is the central mechanism for decision -making for students with learning delays or disability. This process results in an individualised document designed for one student that records what is additional or different from a teacher’s regular, differentiated planning. Hence, it is a customised learning plan that describes the student's performance, sets agreed educational goals and objectives to meet future learning needs and explains the support needed to achieve these goals. Therefore, individual plans play a vital role in improving outcomes for students.

This webinar will have two key components: 

1. We will discuss the legal obligations within the planning process along with practical considerations to ensure that the process is collaborative and the final document is one that guides our teaching and informs our assessment.

2. We will talk about SMARTAR goals. These are a way of breaking down functional goals into achievable parts through the use of precise language. As well we will discuss how to ensure that goals are strength based, robust and effective. We will look at two versions of SMARTAR goals. Firstly, the traditional quantitative form (Specific, Measurable, Achievable, Relevant, Timed, Agreed Upon and Reviewed) as well as the qualitative form recommended by Shelley Moore from Five Moore Minutes (Strength-based, Meaningful, Authentic, Responsive and Triangulated). 

Intended Audience:

Anyone interested in disability, identity and human rights within the education context.

Presenter:

Dr Leanne Longfellow is a former teacher who currently supports schools to provide inclusive education and assists with parental advocacy. She is also a parent of a young adult with disabilities. 

Testimonials from previous workshops:

'I loved that the topics covered and information expressed was applicable to all students not just those with special needs. It’s a whole class approach too! Very practical!' Nicole Zacher

'I liked the way the professional learning was presented with strategies to support behaviours.' Amelia Pickard

'Clear and to the point. Relatable to school environment. Do-able'. Marie Foreman'

'Full of information and examples, scenarios and ideas to take away. Talk time at the end of the session was good to be able to discuss different strategies'. Leesa

'I liked the examples during the slideshow. Breakdown of behaviour management strategies used now and overtime and how they have/ haven’t worked.' Alison McConachy

'Informative. Practical ideas for students with learning disabilities.' Helen Braley

'The strategies were clearly set out and identified and explained thoroughly.' Emily Shepherd

'This workshop exceeded all my expectations.' Abbie Kemp

Participants who choose the 'E-Book and Certificate' option will receive:

E-Book

A certificate of attendance referenced to the Australian Professional Standards for Teachers. Participants need to be actively involved in the discussion to receive the certificate.

Completing this workshop will contribute one hour of professional learning addressing Standard 7:4 'Engage with professional teaching networks and broader communities' from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher accreditation.