Negotiated Education Plan 2019

Prospect North Primary School

Used For: photo
NEP & ILP Learning Difficulties, GOM, ATSI & ESL Students

STUDENT DETAILS:

Student Hussein Al Zoubidi DOB

Year Level R YR 1 YR 2 YR 3 YR 4 YR 5 YR 6 YR 7
Teacher
Parent/caregiver Contact
Address numbers

KEY INFORMATION:

NEP  GOM SPEECH  HEARING

NESB HEALTH CARE PLAN DISABILITY  OTHER
ESL  BEHAVIOUR  GIFTED/TALENTED
ATTENDANCE SOCIAL WORK GUIDANCE

NEP DATA

UPDATED
Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No

DISABILITY CATEGORY
PHYSICAL SOCIAL/EMOTIONAL
COGNITIVE  SENSORY

LEVEL OF ADJUSTMENT
SUPPORT PROVIDED WITHIN QUALITY SUPPLEMENT ADJUSTMENT
DIFFERENTIATED TEACHING PRACTICE
SUBSTANTIAL ADJUSTMENT EXTENSIVE ADJUSTMENT 

EVIDENCE TO SUPPORT THE DISABILITY CATEGORY SELECTED FOR CURRENT COLLECTION

Speech pathology report Psychology report  FLO
Behaviour management report  ATSI LP Tests
Outside Agencies  Observations  Meeting Notes 
Work samples Reports  Occupational Therapy report 

EVIDENCE TO SUPPORT THE LEVEL OF ADJUSTMENT SELECTED FOR CURRENT COLLECTION

Evidence to support the level of adjustment selected: list documentation at the site to support the adjustment
selected i.e., staff timetables, IEP, NEP.
SSO Timetable NEP 
Staff Timetable  ILP
POSITIVE FACTORS (POSSIBLE LEVERS FOR SUCCESS) HOW

Interests  Loves coming to school, playing

with balls and pushing and pulling
large objects.
 Enjoys running and kicking,
catching a ball
 Loves playing games
CURRENT
SITUATION/ISSUES/CONCERNS (areas to be addressed)
Oral Language/Communication  EALD-Arabic spoken at home
 Limited understanding and verbal vocabulary in English.
 Can speak 2 to 3 word utterances in Arabic.
 Didn’t speak until he was 2 to 3 years old.
Benchmarks  All areas of development are delayed
Social factors  Limited social interaction –didn’t attend kindy or playgroups
Physical  High sensory needs-OT assessment will determine areas to target.
 He continues to wear nappies, but can use the toilet successfully with support
 Frequent trips to the toilet
Behavioural  Unable to function adequately in a mainstream classroom
 Disengages quickly.
 Requires redirecting to the task often
 Very reluctant to have a go at new things.
 Destroys toys and items
 Spits and urinates frequently
 High anxiety levels
 Constant preoccupation with looking for exits and running away
Sensory  Underdeveloped awareness of emotions and feelings
 Aversion to some sounds (echolalic) and has difficulty following instructions
 Seeks deep pressure
 Attracted to mouthing and chewing
 Avoids touch
 Seeks out running, kicking
Support Agencies  Dec 2018 Novita became involved following a NDIS referral supported by the
WCH with a focus on developing play skills and parent education. Novita
currently visit fortnightly with a Speech Pathologist and developmental
educator. There are difficulties with the family supporting Hussein with the
therapeutic program at home.
 Paediatric reviews (Dr Scott Sypek & Dr Shiley Sthavan) indicated concerns
about global developmental delay, but no formal diagnosis was made
 Currently waiting on an appointment with the CDU
 Psychology assessment DECD March-April 2019. Results indicate significant
developmental delays and challenging behaviours which impact on his ability to
access the curriculum or engage in broader classroom activities, routines and
tasks. Intellectual Developmental Disorder-Global Developmental Delay
STRATEGIES
Social  Develop relationships with adults working with him
Behavioral  Clear instructions and expectations
 Positive rewards system.
 High level of structure, predictability and consistency (clearly defined space and
consistent personnel)
 Individual support to motivate and support engagement with activities
 Intensive individualized program to address functional communication, social
skills development and play skills
 Explicit teaching through play, demonstration and concrete hands-on
experiences
 Communication  Using plain language when giving instructions. Explicit instructions in basic
greetings, nouns and concepts
Improving against benchmarks  Intensive one to one support
 Being assertive and clear with directions.
 Goals and strategies established
Physical  Fine and gross motor activities

REQUIRED ACTIONS
School  Discuss the NEP with Parents.
 Continue to engage the family
 Continue to engage agency support
 One to one support
Support Agencies  Waiting on an appointment with the CDU
 All services collaborate closely in a “team around the family” structure
 Support form an occupational therapist to better understand his sensory needs
 Re-assessment by a psychologist
Family  Act on the recommendations from professionals
 Engage with clinical support with a focus on developing language, play and social skills as
well as parent education
DECD  Psychologist Scott Olver, Behaviour Coach Rosie Bannister & Special Educator Helen
Kowalenko support with transition to Modbury Special School

Comments

TARGETS & PRIORITIES

Year Level

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Learning & Wellbeing Targets 2019 :

Category Date Goal Who How Supported Date

Set Achieved
Term 2 Building trusting and Jasmin One to One support in the Gym
respectful relationship
Stay in the gym Jasmin

We care for our toys- be Jasmin

gentle, use them properly

Understand - Thumbs down, Jasmin

sad, no good
Understand - Thumbs up, Jasmin
good job, happy, well done

Follow a ‘first, next, then’ Jasmin

timetable
Sharing and taking turns Jasmin

Joint attention Jasmin

Cooperative play- abide by the Jasmin
rules of a basic game

Exposure to different toys Jasmin

(different sized balls, bubbles,
toddler soft toys, doll, puzzles,
crayons, books, sensory toys,
dress ups, mega block lego)
explore and experiment with
these toys
Give friendly greeting- give a Jasmin
high five, say hello or salām,
blow kisses- no spitting, wave,
make eye contact, smile.

Respond to his name- stop Jasmin

and look

Learn basic concepts- stop, go, Jasmin

up, down, over, in, out,
through
Fundamental movement Jasmin
skills- run, throw, catch, kick,
roll
Follow 1 step instructions- sit Jasmin
on bench/mat

Toileting- use the bathroom, Jasmin

do not wee when you are
upset