Individual Education Plan for

Sebastian XXXXXXXXX

Ed ID

Important Information
Risk Management, Behaviour Support Plan, Medical Action Plan, Key Teaching Strategies

Date of birth
Grade
School
Parent(s)/Guar
dians

15/12/08
3
St. Leonards
Mother: Sarah

Teacher(s)

XXXXX-XXXX

Photo

Sebastian requires full-time teacher aide support, primarily located in an

isolated classroom, with small integration in and out of his grade class.
Sebastian can work proficiently for limited time periods but will need short
breaks frequently.
Sebastian works well on a set daily routine, consistent with previous
days.
Can become fixated on certain things, which can lead to loss of focus on
other tasks or frustration.
Enjoys visual and hands on learning on tasks that engage his interests.
Recent assessments and/or involvement with other agencies
Psychology, Speech and Language, Occupational Therapy, Physiotherapy, CAMHS

School
Support Staff
Other Support
AST XXXXX XXXXX
Personnel
Name: XXXXX XXXXXXX
Key School
Contact Person Contact details:XXX-XXXX-XXX
Strengths and Interests

Sebastians Category of Disability is Autism Spectrum Disorder and his

Level of Adjustment is Substantial
Autism Consultant Report May 2016:
o Type of ASD Aspergers Syndrome
o Social and cognitive skills severely low

Currently enrolled at Giant Steps Tasmania (2 days per week)

Key Outcomes:

Lego Construction

Board games (chess, uno, skip-bo, battleships,

connect-4, backgammon)
Minecraft

ICT

especially in the areas of comprehending texts through listening, reading

Design & Technology

and viewing, and composing texts through speaking, writing and creating.

Arts & Crafts

Acute attention to detail

Department of Education

1. Self manage emotions and positive behaviour, which will lead to safer interactions
in and out of the classroom.
2. Develop Literacy skills in order to function more effectively in the community,

3. Strengthen ICT capability in the areas of creating and communicating with IT.

Parent(s)/Guardian(s) signature

Preferred home/school contact

phone, email ...

XXX-XXX-XXX
XXX-XXX-XXX

Department of Education

Current Support Needs

Adjustments
Instructional, Environmental and

Curriculum

Department of Education

Communication (preferred method) expressive/receptive

Sebastian is a visual learner, who learns best with a simplistic
step-by-step plan. He can often struggle to effectively
communicate his thoughts and feelings, which can lead
to erratic behaviour. Sebastian finds it difficult to
reason with others which can lead to impulsive and
sometime violent impulses.

Visual task-boards where he can tick off completed

tasks

Reward system for completing tasks

Small breaks for games and free time

Sebastian may need to removed from the

classroom to relax

Differentiated learning from the curriculum to

engage Sebastian

T.A must escort Seb to the toilet as he can often

wonder and distract other classes.

Sebastian may need reminding that he must be

sensible using the toilets.

T.A must escort Seb to the office to have his tablet

and sign medication form.

Personal (food, toileting, medication, safety)

Sebastian will eat a very selective diet. He does not like water,
and will need to be encouraged to drink regularly.
Sebastian is also lactose intolerant, which can often
lead to lengthy trips to the toilet.
Sebastian currently has medication twice a day at 10:30am and
1:30pm, taken with a lactose free custard.

Physical (fine/gross motor, specialised equipment,

environmental adjustments, technology)
Department of Education

Department of Education

Sensory (noise, lighting texture )

Sebastian is highly sensitive to loud noises; this can often

trigger behavioural problems.

Schedule his outside time away from others

Begin his transitions before the bell/music
Avoid noisy scenarios (music, dance, drama)

Transition (recess/lunch, class/class, between activities,

arrival/departure, grade, school)
Transitions are an important component in Sebastians daily Sebastian will need visual timers to let him know how long
routine. Sebastian finds it difficult to leave one task
he has until the activity or recess / lunch has until
and progress onto the next if he is not ready /
it is over. Careful planning for activities is essential;
finished. This can often trigger behavioural
Sebastian finds it incredibly difficult to leave a task
outbreak and must be aided and planned for.
half way through.

Sebastian requires an aide through all transitional periods of

the day.
Home time can be a difficult transition for Sebastian. He will
often resist going home, and has difficulty
articulating why. He should leave 15 minutes
before the rest of the school to escape the busy
rush of the day.

Sebastian is to be walked with aide or senior staff member

to his car at 2:45pm and will arrive at 9:15am.

Subject Based Adjustments not included in Key Outcomes

Department of Education

Access to the Curriculum

This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 1: 1. Participate safely with peers and teachers; build social skills to allow for collaborative work to occur with others.

SMART Goals

Strategies and Adjustments

(Link to Australian Curriculum)

Specific to particular subject

What we currently see

Behavioural
outbreaks

Violence towards
others

Trouble self
regulating emotions

Low social skills

Department of Education

By Term 3, Sebastian will be

steadily integrated into the
classroom for short periods,
working of developing a
positive
learning
environment,
collaborating
safely with other students in
his class.

Slowly integrate partner activities, focussing on

working together, taking turns and sharing

Incorporate social skills sessions what makes

a good friend?

Work with Kinder / Prep classes as a peer mentor

sharing knowledge

Throughout

Develop achievable goals with T.A support

the

year,

Sebastian will participate in

activities such as P.E, dance,
drama
where
he
will
inaugurate
team
based
relationships and work with
others.

An isolated learning
environment due to
safety of other
students

By the end of the year

Sebastian will be comfortable
in seeking help and following
procedures to aide regulating
his emotional outbursts.

Evidence of Learning/Notes and Observations

Observation, work samples, IEP goals, photos

Method of assessment and reporting

NAPLAN (Numeracy)

Written daily journal by aide

Visual observation of behaviour control

Department of Education

Develop a consistent step my step procedure

when outbursts occur focusing on verbal
communication to identify the problem

Date and Comments

Department of Education

Access to the Curriculum

This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 2:
SMART Goals

Strategies and Adjustments

(Link to Australian Curriculum)

Specific to particular subject

What we currently see

Evidence of Learning/Notes and Observations

Observation, work samples, IEP goals, photos

Method of assessment and reporting

Date and Comments

Department of Education

Department of Education

Access to the Curriculum

This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 3:
SMART Goals

Strategies and Adjustments

(Link to Australian Curriculum)

Specific to particular subject

What we currently see

Evidence of Learning/Notes and Observations

Observation, work samples, IEP goals, photos

Method of assessment and reporting

Date and Comments

Department of Education

Department of Education

Signatures of Contributors:

Name

Department of Education

Role

Viewed (date)

Signature

Department of Education