Week 2: Creating an inclusive ethos and culture

3.2. Individual Plans

All teachers need to gather information about their students. But for students with a particular need, more detailed information is needed.

In some systems, where disabled children are integrated into the mainstream, the child has an ‘individual plan’ that sets out their needs. In some countries this entitles them to extra, individual support from a teaching assistant, paid for by the Government. Whether or not a formal system exists, the idea of a plan which is centrally available for all the teachers who come into contact with that child, is a good one, as it gives the teacher a starting point. In the next activity you will look at an assessment of a disabled child about to enter mainstream, and make a plan that could be shared with his teachers. The first step is to observe the child and consider their needs under these main headings:

• Sensory difficulties: checking for hearing and vision problems.
• Physical ability and limitations: notably their use of hands - and any problems with sitting in chairs or on the floor.
• Activities of daily living: such as dressing, toileting and eating.
• Language development: understanding what is said to them as well as their level of expressive language.
• Academic readiness: for learning to read, write and number work.
• Behaviour and emotions: attention and concentration, their self-esteem, relationships with others.” Mariga, McKonkey and Myezwa (2014, p105)

When staff have some idea of the areas where the child needs support, they can use an individual plan to set some targets and action to work on, as well as to record any special resources or teaching activities that might help them.

Reveal