Individual Education Plan for: Student A

Updated: 26/04/2016
Ed Id:

Next review date: Term 1 2017

Important Information

Photo Here
Date of
birth:

07/09/2007

Year:

Grade 3

Risk Management, Behaviour Support Plan, Medical Action Plant,

Key teaching strategies

School:

Student A has dsybiosis- food sensitivities and has two

episodes of anaphylactic shock- allergy unclear
Student A has many verbal outbursts which he finds hard
to control this can be very disrupting
Student A has does not understand personal space
Student A finds it hard to keep his hands to himself
He finds to hard to stay focused on tasks
He sometimes uses inappropriate language with peers
making them feel very uncomfortable

Recent assessments and/or involvement with other

agencies

Cygnet Primary School

Psychology, Speech and Language, Occupational Therapy,

Physiotherapy, CAMHS

Teacher(s)
School
Support
Staf
Other
Support
Personnel
Key
School
Contact
Person

Miss Anning
Rachel Jacobs

Name: Rachel Jacobs

Support Teacher

Contact details: Work

62951241

Strengths and Interests

Student A enjoys spending time with his peers. He likes soccer

and other sports. Student A currently enjoys magic tricks and

Department of Education

Psychology Assessment- December 2015

Observation for ASD- Term 4 2015

Key Outcomes:
1. Student A will work towards completing his writing
independently
2. Student A will learn to keep his hands to himself and to
refrain from calling out.

showing them to his peers. He loves sharing stories with his

peers. At home Student A enjoys playing with the Frisbee and
jumping on the trampoline.

Department of Education, Tasmania

Parent(s)/Guardian(s
) signature

Page | 2

Preferred home/school
contact phone, email

Current Support Needs

Adjustments
Instructional, Environmental and Curriculum

Communication (preferred method) expressive/receptive

Student A often calls out to the teacher. When he has an

idea or thought when the teacher is giving instructions he
often just calls out
He has a visual timetable
He is being encouraged to put his hand up if he would like to
share his thoughts.
Student A sometimes uses inappropriate language with his
peers and teachers

Student A is encouraged to put his hand up to ask a

question or share an idea
Student A has a sticker chart to reward positive behaviour
such as listeing, not calling out and keep his hands to
himself.

Personal (food, toileting, medication, safety)

No dairy and gluten diet

Student A often needs reminding to eat enough food during
the day
Epipen
Physical (fine/gross motor, specialised equipment, environmental
adjustments, technology)
Student A needs figit toys that he uses when instructions are
being given
He needs breaks during the lesson where he can be physical
for example run a message to the office

Student A has a collection of fidget toys he is asked to use

when listening to instruction or if the teacher feels he needs
to do a calming activity due to over stimulation

Student A has a stick chart

Participation in small group social skills lessons

Social and Emotional (self-awareness, self-management, social

awareness, social management)

Sticker chart is used for positive behaviour in regards to

calling out and inappropriate behaviours such as touching
others and personal space.
He currently participates in social skills lessons to help him
understand social norms

Sensory (noise, lighting texture )

Department of Education, Tasmania

Page | 3

Current Support Needs

Student A has a weighted blanket for when he over

stimulated
Becomes over stimulated with loud noise
Sometimes Charlie says he needs to bite on something to
help calm himself down.

Department of Education, Tasmania

Adjustments
Instructional, Environmental and Curriculum
Weighted blanket kept in classroom
Sensory chew toy need to purchase

Page | 4

Subject Based Adjustments not included in Key Outcomes

Literacy
Student A uses an ipad for writing tasks- recording his ideas through audio sound, peer support, hands on tasks and ISL
Method of Assessment and Reporting:
Australian Curriculum
IEP Goals
ICT Software/hardware and /or Mobility equipment currently provided (include information regarding location)
Ipad: Book creator, skoolbo, Lexia
He will be introduced to magnetic letters, squeebles and read and write gold

Department of Education, Tasmania

Page | 5

Access to the Curriculum

This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 1: Student A will work towards completing his writing independently (a paragraph/ 4 sentences)
What we currently see

Student A lacks confidence in his own

ability to write
He hates writing
He is working on his handwriting but
finds it difficult
He requires clear expectations of
what is expected . He responds well
to knowing he can write as much as
he can.
Student A will sometimes feel
confident copying writing from the
teacher.
Student A tends to write one to two
sentences before giving up or saying
this is too hard
Student A becomes easily distracted,
distracts others, calls out if he is not
focused during writing time.
Student A finds fine motor skill
activities, such as drawing and
colouring in, challenging.

SMART Goals(Link to Australian

Curriculum)
IEP Goals

English Curriculum:
Write using letters that are clearly formed
and consistent in size (ACELY1684)

Evidence of Learning/Notes and Observations

Observation, work samples, IEP goals, photos
Observations
Work Samples
Department of Education, Tasmania

Strategies and AdjustmentsSpecific to

particular subject

Page | 6

Student A will be provided with

words for my writing placemate
during writing time
Student A will be allowed to have a
break after 1 2 sentences of writing
Student A will be provided with
sentence starters
Student A will be provide with
graphic oragnisers to record his ideas
one stage at a time.
An adult taking it in turns writing with
Student A helps record his thinking.
Student A will practise his fine motor
skills 1 2 times weekly during
handwriting.

Method of assessment and reporting

IEP Goals
Australian Curriculum
Date and Comments
26/4/2016

Department of Education, Tasmania

Page | 7

Access to the Curriculum

This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 2: Student A will learn to keep his hands to himself and to refrain from calling out.
What we currently see

Student A often touches others by

hugging, grabbing, rubbing their
back
Student A often moves into others
personal space and makes them feel
uncomfortable or angry
He fails to follow social norms by
using inappropriate language
towards peers
Student A often calls out during
instructions or key teaching times
which is very distruptive

SMART Goals
(Link to Australian Curriculum)

Strategies and Adjustments

Specific to particular subject

Health and Wellbeing Curriculum:

Identify and practise strategies to promote

healthy relationships, safety and wellbeing
(ACPPS036)

Evidence of Learning/Notes and Observations

Observation, work samples, IEP goals, photos
Observations
Method of assessment and reporting
IEP Goal
Date and Comments
26/4/2016

Department of Education, Tasmania

Page | 8

Student A participate in 1:1 social

skills lessons with explicit social
stories about appropriate behaviour
Sticker chart- reward system to
acknowledge and support positive
behaviour

Department of Education, Tasmania

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