Part A (Individual): Rationale for ILPs/EIPs

Transcription

1 Part A (Individual): Rationale for ILPs/EIPs Individual Learning Plans (ILP) provides a framework for students with disabilities or learning difficulty that allows them to be engaged in the classroom. The Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council of Education, Early Childhood development and Youth Affairs 2008) is the most recent national agreement about schooling in Australia. It states that all school sectors must allow students with high quality schooling that is free from discrimination based on gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability, socioeconomic background or geographic location (Foreman, 2011, p. 13). This policy means that all students should learn based on their strengths where learning should be individualized so that the student can have a positive learning experience. This policy is linked to the Disability Discrimination Act 1992 as the act too states to regard a person with a disability as a human like any other, where they have the same rights as people in the rest of the community. Thus students with a disability have a right to education and it is a teacher s job through Individual Learning Plans as a way of integrating children with a disability in their classroom for learning (Larkins, 2012). Individual learning plans were established in order to allow children with disability or learning difficulty to be able to enter mainstream schooling which is necessary due to the above policy and act. Individual learning plans enable inclusion for children with disabilities or learning difficulties in mainstream school maintaining equality as allows teachers to plan for specific learning needs for all students. This enables for inclusion in schools supporting the Equal Opportunity Act 1995, and the Education Reform Act 2006 as allows all students the right to education in any school. The National Safe Schools Framework values diversity and cares for the safety and wellbeing of all, thus it too supports the Individual Learning Plans for students with a disability or learning difficulty (Larkins, 2012). Inclusion is based on the fact that schools provide for needs of students and through Individual Learning Plans this is possible. As inclusion does not mean everyone has to do the same thing it means that every child has the opportunity to learning at their own level so that they can achieve. If a child is not able to meet the VELS standards for their age then an individual learning plan can be established by the teacher in collaboration with the child s parents, previous teachers and any other stakeholders who are involved in the child s life or education (State Government of Victoria, 2009). The purpose of an Individual Learning Plan is to construct a framework that links the needs of the child s learning with the three strands in VELS (State Government of Victoria, 2009).

2 There are positive and negative implications for development of Individual Learning Plans in a school setting. The advantages of Individual Learning Plans are that it helps ensure accountability, helps provide more detailed curriculum for student, allows parent input, and provides structure, states how curriculum will be taught to students, notes the specific materials that may be required, provides a framework for assessment and is a useful record (Loreman, Deppeler & Harvey, 2011). However the disadvantages of individual learning plans are child can be isolated in the classroom, is more work for teachers, the link between individual learning plans and learning and achievement is sometimes unclear, it highlights the difference between children with disabilities, often involves routine boring learning tasks and is not student centred (Loreman et al, 2011). As stated there are multiple positives and negatives regarding Individual Learning Plans however international and national policies provide emphasise the need for Individual learning plans. There are multiple international and national policies and principles on inclusion, disability and education for gifted students this includes the United Nations Convention on the Rights of Persons with Disabilities in 2006, which was put in place in order to protect the full range of human rights and freedom of all people with a disability promoting respect and dignity (Foreman, 2011). The United Nations Educational, Scientific and Cultural Organisation ( UNESCO) has produced multiple reports and policies regarding inclusive educational practices stating that, inappropriately designed curricula are often major causes of segregation and exclusion (for students with a disability), (Foreman, 2011, p. 13). Highlighting the fact that all students don t learn the same and that Individual Learning Plans are a necessary aid for children with disabilities allowing them to become included in class as they learn at their own level towards their own goals. America contains Legislation that makes sure that educational services are available for all students regardless of disability or learning needs where students with a disability are even included in national assessments (Foreman, 2011, p. 14). It focuses on the Individuals with Disabilities Education Act 2009 which states that students with additional needs must be supported with Individual Educational Program and with their parents input (Foreman, 2011, p. 14). In the United Kingdom the 2001 Special Educational Needs and Disability Act states that a child must be educated in a mainstream school unless that is incompatible with the wishes of his parent or the provision of efficient education for other children (Foreman, 2011, p. 15). The UNESCO, American and

3 United Kingdom policies and Acts are very similar to those used in Australia which further highlights the need to Individual Learning Plans in school as is an international and national way of including children with a disability in school allowing them the right to education. According to the Department of Education and training Western Australia there are 7 principles of inclusion which are: 1. Provide access and participation 2. Value diversity 3. Ensure local decisions and adjustments 4. Implement a new framework for resource allocation 5. Match teaching strategies with students needs 6. Produce responsive programs and services 7. Collaborate with others for better outcomes(dept Education and Training WA, 2004) These inclusion principles are linked to children s rights which are that : every child has the right to be valued and a respected, children with a disability should be seen as a person first and not their disability, every child has the right to an education where children should be encouraged to reach the highest level of education of which they are capable (Australian Committee for Unicef limited, 2012) No child should be treated unfairly due to race, gender, religion, ethnicity, sexuality or disability These are highlighted in an Individual Learning Plan as the child learns at their own pace based on their own interests and the learning is catered towards them as an individual in order for them to progress in their own learning. The principles of inclusion allow a child to be supported by an Individual Learning Plan for whatever means so that the child is part of a main stream school where they able to get their right to an education. The individual learning plans have support from the stakeholders in the child s life and is constructed in collaboration with them in order to create a learning program that is in the best interest of the child.

4 References Australian Committee for Unicef Limited. (2012). Fact Sheet: A Summary of the Rights under Convention on the Rights. Retrieved from education.qld.gov.au/studentservices/learning/disability/iep/index.html Foreman, P. (2011). Inclusion in Action. Retrieved from pdf Department of Education and Training. (2004). Government of Western Australia. Pathways to the Future. Retrieved from Larkin, G. (2012) Lecture 1. Creating Inclusive Safe and Supportive schools. EDFD221, Creative Inclusive Safe and Supportive schools. Larkin, G. (28/2/12) Lecture 2. Ethics and Legislation. EDFD221, Creative Inclusive Safe and Supportive schools. Larkin, G. (20/3/12) Lecture 5. Individual Learning Plans/ Behaviour Management. EDFD221, Creative Inclusive Safe and Supportive schools. Larkin, G. (17/3/12) Lecture 8. School and class practices and environment. EDFD221, Creative Inclusive Safe and Supportive schools. Loreman. T., Deppeler. J., & Harvey. D. (2011). Inclusive education supporting diversity in the classroom. NSW, Australia: Allen & Unwin. State Government of Victoria. (2009). Victorian Essential Learning Standards. Individual learning Plans. Retrieved from

5 The State of Queensland. (2006). Queensland Government. Individual Education Plans for students with disabilities. Retrieved from