PART A Mary-Anne Sammut- S00103680

Individual Learning Plans

When children with diverse learning needs are included in the classroom program, teachers may need to
change their pedagogical style in order to support these children to learn in ways which suit their
individual needs (Karten, 2007). Although a teachers pedagogical style may suit most children in the
classroom, it may not necessarily mean that every child will respond as effectively, or will be able to
accommodate to one preferred teaching style. Teachers must be willing to modify their teaching style in
order to assist, support and meet all childrens needs, (Froyen, 1988) as well as design Individual learning
plans which outline the certain teaching strategies needed to help children achieve desired learning goals.
Individual learning plans have been developed because a number of legislations, policies, frameworks and
principals have been introduced to support the importance of them. This essay will discuss the importance
of individual learning plans in relation to these policies, and will also outline what these plans further
imply for teachers in school and in preschool settings.
In the year 1994 various countries united in Salamanca, Spain to speak about the concerns of special
needs education and the actions which need to be adopted in order to accommodate for children in need of
additional support. Australia agreed to follow the guiding principles discussed in the Salamanca
conference (The Salamanca Statement and Framework for Action on special needs Education, 1994). In
relation to individual learning plans the Salamanca statement (1994) affirms that education systems
should be designed and educational programmes implemented to take into account the wide diversity of
these characteristics and needs (p. viii). These principals have guided Victorian frameworks, legislations
and principals, assisting teachers in their plans to effectively accommodate for children in need of extra
learning support. The United Conventions on the Rights of the Child is another legislation which has
guided the development of individual learning plans in Victoria.
PART A Mary-Anne Sammut- S00103680
Article 29 of the United Convention on the Rights of the Child (Office of the United Nations High
Commissioner for Human Rights, 1989) states that Education must develop every childs personality,
talents and abilities to the full, specifying that educators must work toward providing an education for
children which grants them with the opportune to learn in ways which support their needs (Office of the
United Nations High Commissioner for Human Rights, 1989).When making Jacks individual learning
plan, the teacher must take into consideration what learning strategies are known to work best for children
with an autistic spectrum disorder. For instance by knowing that autistic children are easily distracted, the
teacher will be able to make plans to eliminate distractions. This knowledge will guide the teacher in
planning strategies which will help Jack develop his abilities to the fullest. The principals of the United
Convention on the Rights of the Child have therefore guided what is seen as important in the Victorian
frameworks, legislations and principals in relation to individual learning plans.
In Victoria, individual learning plans are designed to assist students whom without the extra aid may not
be able to achieve the set learning outcomes outlined in the Victorian Essential Learning Standards
(2010). According to the principals outlined in the Victorian essential learning standards learning is for
all (p. 2).This constitutes the idea that every student, no matter their ability, can learn, and although
some students may need more time and support, learning is still possible and should never be deemed
upon. The Victorian essential learning standards (2010) support the importance of individual learning
plans. This document states that schools are responsible for developing a wide range of appropriate
teaching and learning strategies for all students (Victorian Curriculum and Assessment Authority,
2010, p. 4).These strategies should be outlined in an individual learning plan which sets learning goals
and then outlines certain strategies which can then be implemented to tailor for the individual needs of
children with disabilities (Victorian Essential Learning Standards, 2010). Two other frameworks which
govern teachers practice include the National Quality Framework (2009) and the Victorian Early Years
Learning and Development Framework (2009).
PART A Mary-Anne Sammut- S00103680
These frameworks support the importance of individual learning plans for children with diverse needs.
Both of the frameworks guiding principles highlight that all learning should be supported. Principle 4 of
the VEYLDF, states that Early childhood professionals identify areas where focused support or
intervention is required to improve each childs learning and development (Department of Education and
Early Childhood Development, 2009). These frameworks and legislations therefore imply that teachers
need to be able to support children with diverse learning needs by intervening and improving their
planning.
In doing this, Teachers must be able to create individual learning plans for those students whom need
additional support to achieve certain learning outcomes and expectations.











PART A Mary-Anne Sammut- S00103680
References
Department of Education and Early Childhood Development (2009) Victorian Early Years Learning and
Development Framework for children from Birth to Eight Years. Victorian Curriculum and Assessment
Authority. East Melbourne, Victoria.
Early Childhood Development Steering Committee (2009) National Quality Framework for Early
Childhood Education and Care and School Age Care. Council of Australian Governments. Australia.
Froyen, L. (1988) Classroom management: Empowering Teacher Leaders. Columbus, OH. Merrill.
Office of the United Nations High Commissioner for Human Rights (1989) Conventions on the Rights of
the Child .Retrieved from http://www2.ohchr.org/english/law/crc.htm
The Salamanca Statement and Framework for Action on special needs Education (1994) World
Conference on special needs Education. United Nations Educational, Scientific and Cultural Organization
(UNESCO). Salamanca, Spain. Retrieved from
http://unesdoc.unesco.org/images/0009/000984/098427eo.pdf
Victorian Essential Learning Standards (2010). Students with Disabilities Guidelines. Victorian
Curriculum and Assessment Authority. East Melbourne, Victoria.