Tara is a Year 11 student enrolled at a large metropolitan secondary education support centre. She has attended the centre since Year 8. Tara has a confirmed diagnosis of moderate intellectual disability; she lives at home with her parents and younger sister.
Tara is very keen on becoming as independent as possible and has a goal of living independently from home, possibly in a supported, shared setting with other young people for at least part of the time. Her individual education plan is focused on providing her with the literacy, numeracy and independent living skills necessary to reach her goal. Her individual education program is therefore focused on alternate literacy and numeracy around reading for living in the community, accessing travel timetables, filling in forms and safe community access.
Tara currently attends her work placement one afternoon a week at McDonald’s. She has one-to-one support while at work and her employer reports she is becoming more confident completing her set work routines, such as clearing and cleaning the restaurant tables with minimal support.
To support her current work placement Tara’s program includes:
- ASDAN Workright program
- participation in the People First protective behaviours program
- taking part in a weekly small group with the community nurse focusing on understanding sexuality and personal care/hygiene and body functions
- travel training to and from work
- structured social skills program in the classroom, one-to-one skill development, structured small-group opportunities to develop the target skills and then generalisation of target skills in the community/work settings
- structured social activities to support implementation of social skills at all break times and before and after school.
Tara and her parents meet with school staff every semester, and sometimes more regularly if any of her support team requests it. During these meetings, Tara’s progress towards her goals is discussed, any refinements are made and the team members provide feedback.