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The Department of Education and Early Childhood Development outlines the following process and tools
provided for developing Individual Learning Plans to support students with difficulties. The stages in an
Individual Learning Plan are as follows:
1. Identify the students needs;
2. Determine adjustments that need to be made to the curriculum;
3. Complete and implement the Individual Learning Plan, and;
4. Monitor and evaluate the Plans successfulness.
In identifying the students needs it is useful to consult with other teachers, and parents/guardians and even
consultants if necessary. When profiling a student it is important to include students strengths, skills, learning
preferences and abilities and identifying the most appropriate learning styles. The DEECD lists several
additional resources for completing a profile for different needs, especially students with language difficulties.
When determining adjustments that need to be made to the curriculum, short- and long-term educational
goals need to be considered. The following principles should be addressed The goals should;
- Allow the student to participate in classroom programs.
- Be based on curriculum content ad experiences similar to those for same-age peers.
- Be fully inclusive where possible.
- Be agreed upon by all parties.
- Build upon the strengths and skills of the student.
- Differentiate between annual, long- and short-term.
- Be achievable, and able to be monitored and evaluated.
Stage 3 involves what needs to be undertaken to complete and implement an Individual Learning Plan. The
Individual Learning Plan needs to include what it to be taught to the student, priorities for the content to be
taught and appropriate pedagogies. The Individual Learning Plan assumes that learning can take place in a
variety of settings, including the classroom, at home, during recreational activities and when engaged in the
community. Consider organisational strategies such as what time of day is best for teaching and learning,
where is the most appropriate environment for learning to occur, by whom should the teaching fall to, and
with whom learning should occur.
Any Individual Learning Plan should be constantly monitored and evaluated to assess its successfulness. This
enables students progress to be measured, the effectiveness of the program to be assessed and new goals to
be developed. If a students progress is not as expected, new problem-solving strategies or time frames may
need to be adopted to meet goals, targets, activities and methods.