Jane is a 6-year-old girl with a diagnosis of cerebral palsy and intellectual disability. Jane also experiences epilepsy seizures, which are mostly controlled with medication. She has just commenced Foundation (‘Prep’) at her local mainstream primary school.
Jane is non-verbal and has not yet developed a consistent form of communication. Jane uses a wheelchair for mobility and requires an adult to push her, and to transfer in and out of her chair when she is fully supported in a standing frame for a period of time each day. Jane is fully dependent on others for all of her self-care activities, including toileting, dressing, bathing and feeding.
After selecting a mainstream setting for Jane to commence her formal schooling, Jane’s parents began transition planning with the school very early in her kindergarten pre-school year. Since birth, Jane has received significant early intervention support from a wide range of medical and allied health professionals and agencies. These professionals were able to support Jane’s transition planning by providing the school with information to help understand Jane’s ongoing medical, physical, cognitive, language and social–emotional needs.
At the start of the school year, Jane’s school Student Support Group (SSG) developed a highly individualised educational plan taking into account the information provided by her family and supporting professionals. On commencing at school, her teacher completed a range of observational and functional assessments, including the Abilities Based Learning and Education Support (ABLES) assessment linking Towards Level 1 of the Australian Curriculum in Victoria (AusVELS).
Current personalised learning plan goals for Jane include:
- recognising and showing response to a range of sounds
- fixating on objects and moving her head or eyes as the object is moved
- reaching towards an object
- showing recognition of her favourite toys, objects, and familiar people
- responding to changes in position
- exploring different materials and textures through touching, rubbing, tearing, scrunching, rolling
- anticipating and cooperating with her carer when eating and drinking
- responding to visual and auditory stimulation from an ICT device
- operating, with assistance, an ‘on/off’ input device using a switch.