1.1 Use teaching Appendix 4.

1 is a thorough, detailed and deidentified ‘Individualised

strategies based Educational Program’ (IEP) for a foundation student I taught and supported in
on knowledge 2018. Throughout this IEP I have documented the teaching strategies I used
of students’ daily to support this student’s physical, social and intellectual development to
physical, social improve his learning outcomes. One of the most important supports was
and intellectual ensuring his physical safety from self-harm. Self-harm occurred when he
development became heightened and had an extreme physical outburst of screaming,
and throwing, kicking, throwing his body around and hitting things. To maintain his
characteristics physical safety the IEP evidenced strategies used, for example the notes in
to improve ‘important information’ are to ‘Remain calm, use slow body movements, do
student not touch, use a soft tone of voice and lower to his level for communication.’
learning. Using these teaching strategies kept the student calm and regulated to
participate in learning, if these strategies were not used he may have become
heightened and the day would result in being sent home or receiving a
suspension. I supported this student’s social development through a specific
learning goal, ‘By the end of term 3 week 4, XXXX will share one experience per
day of cooperation in play or peer activity’. With my understanding of his
trauma I knew that he did not like being near others, talking to peers or making
connections with other children. I used the teaching strategies of providing
structure, routine, calm working environments and learning activities of
interest to support this goal. After a period of weeks following the routine I had
established he started meeting the set goal by choosing one friend to take to a
separate room and engage in an activity with a teacher assistant. I developed
an understanding of this student’s intellectual needs through 1:1 conversation
with him and participating in small tasks with him. The teaching strategies I
implemented and used to develop his intellectual abilities were keeping tasks
to five minutes, repeat the use of known tasks, provide a choice of two
activities and implement fine motor supports. Appendix 4.1 further
demonstrates the variety and detail of the teaching strategies I designed based
on my knowledge of this student’s physical, social, intellectual development
and characteristics. Being consistent and implementing the documented
teaching strategies did improve student learning. Over a period of months the
child did begin to participate in more than one learning activity a day, he
engaged with one or two peers for each play or learning time and he was able
to complete full school days. This student started 2018 with a part time
enrolment of three part time days each week and at the end of the year his
hours were increased ready for grade one. In reflection I can now see how this
particular student and the development of this IEP shaped my practice and
appreciation for IEPs. With this child I could see the immediate impact of my
teaching strategies, for example the days that I was calm and consistent was
reflected on the student having a successful, full and happy days at school.
These days often ended in the student telling me he “loved me” as he was
collected to go home. On other days when I may not have followed the specific
and personalised teaching strategies I saw the devastating effect on him. For
example, one day the student came around the corner as I was raising my
voice to communicate across the length of our large classroom, something I did
not do when he was in the room, and he stopped, had a horrified look on his
face, fell onto his knees, began sobbing and apologising to me. This day I was
not angry or yelling, I was simply giving the class their next instruction as they
were spread around our open classroom and the effect it gave him shocked
me. Being able to clearly see the impact I have and my teaching strategies have
 on each student’s physical, social and intellectual wellbeing has changed my
practice. I now implement the differentiated and specific teaching strategies at
all times as good practice, regardless of which student is present or not.
1.6 Design and Appendix 4.1 is an ‘Individualised Education Program’ (IEP) for a student with
implement extensive educational adjustments due to trauma and learning disabilities. The
teaching IEP evidenced how I designed and implemented teaching activities and
activities that routines to support the ongoing learning of this student. One of the key
support the activities I implemented was the use of our tier three support room with a
participation teacher assistant and/or a peer. Documented in the IEP is the routine of going
and learning of to this room to start every day and every block of learning. The student would
students with a participate in a play-based learning opportunity I had set up in the room which
disability and allowed him to regulate to be at school and get ready to enter the classroom.
address Another activity I implemented was the daily opportunity to participate in
relevant policy structured play with a chosen peer, to support him to establish relationships
and legislative and participate in the school environment. I organised a variety of activities for
requirements. the student and teacher assistant would then discuss the choices with the
student, often things like outdoor games to build his gross motor skills, and
then choose a friend to participate with. The use of a ‘task board’ is another
teaching activity I used and documented in the IEP. The task board, appendix
4.2, was something I introduced slowly to the student. On the left hand side I
would place the activities or tasks required in that session with the student and
the teacher assistant (TA). I had already discussed the tasks and task duration
with the TA prior to the student arriving. The student and TA would then work
through the tasks and as one was completed the student would move the
image to the right-hand side with the ‘finishing’ print. The use of the task board
supported this student to participate in the classroom environment and
engage in the learning tasks. The activities outlined in the IEP, appendix 4.1,
meet the relevant policy ‘Respectful Schools Respectful Behaviour’ and
legislation in the Commonwealth ‘Disability Discrimination Act 1992’. The
Department of Education Tasmania ‘Respectful Schools Respectful Behaviour’,
appendix 4.3, states that educators who support all students to learn ‘establish
consistent and clear routines’. The IEP, appendix 4.1, evidenced where I have
established and maintained simple and clear routines for the individual student
and whole class. The policy, appendix 4.3, also states that an inclusive educator
must ‘recognise and remove triggers that might escalate a student’s
behaviour.’ The IEP, appendix 4.1, details the triggers I have identified and
adjustments I have made over three detailed pages in the ‘Current Support
Needs’ section. I also meet legislative requirements, for example the ‘Disability
Discrimination Act 1992’, appendix 4.4, states that ‘children with disability
have the same educational opportunities as the other children.’ I comply with
this legislation through my everyday practice and evidenced in the IEP,
appendix 4.1, where I outlined the processes and strategies I implement to
include this student in the school environment and learning opportunities. For
example, the specific drop off arrangements outlined in the IEP allow that
student to separate from his carer, settle and engage in learning tasks when
the bell goes. The inclusive activities and plans I have created meet policy and
legislative requirements and have had a great impact on this particular
student’s learning. This student’s enrolment on site was increased after one
year following the inclusive program I designed. He was also able to recognise
his own name and hold a pencil for a short amount of time by the end of the
year, things he was unable to do at the start of prep. Including students and
being inclusive is part of my everyday practice and beliefs as teacher.
Understanding my legislative requirements to provide educational
opportunities for all, as outlined in the ‘Disability Discrimination Act 1992’,
appendix 4.4, is my core role as a teacher. My teaching and planning time is
spent knowingly and unknowingly making adjustments, differentiating and
providing supports to allow all my students to learn and participate. I am able
to share the benefits of this inclusion when I write formal student reports,
outlining all the new knowledge and skills each child has developed in my
classroom.