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Individual Education Plan

Student: MK D.O.B: 4/4/2004 Year: 8

Date IEP commenced: Term 1 Teacher: Lauren McGrath

Parent/s: TK Class/Room teacher: Lauren McGrath Education Assistants: Sarah Whitely

Reason for IEP MK is enrolled in Inclusive High School and has been diagnosed with Autism Spectrum Disorder.

Additional Information: (Include any medical or other relevant details here)

MK has difficulty understanding verbal/linguistic instructions and is often unresponsive

MK avoids social interactions there has difficulty asking for help

MK lacks pragmatic knowledge

MK experiences hypersensitivity from excessive stimuli

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Support Personnel  Speech Therapist  School of Special Education Needs

(Disability)
 Parent Collaboration  Occupational Therapist
 Education Assistant
 Student Collaboration  Physiotherapist
 Other:
 Paediatrician  School Nurse

 Psychologist

Other Professionals/Agencies Involved:

Professional/Agency Involved: Name Role Contact details:

Ability Centre Focused Education Occupational Therapist (08) 6188 7669

Ability Centre Abigail Lewis Speech Pathologist (08) 6304 5438

School of Special Education Needs Autism Education Service Teacher Consultant (08) 9240 5800

Planning learning goals

Learning and development areas Key focus for :

i. Learning  Mathematics: Patterns and Algebra

ii. Cognitive  Problem Solving

iii. Psychosocial  Social Interactions and Skills

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Focus Skills/Specific Who Is

Teaching and Learning Strategies Resources Evaluation / Review:
Learning Objective Responsible?

I. Extend And Apply The Distributive Law To The Expansion Of Algebraic Expressions. (Acmna190)

1. MK Will Recall And Scaffolding (McDevitt, Ormrod, Cupit, Chandler & Aloa. 2013. P225) Red And Teacher Term 2 Week 2 -5
State The Distributive According to Vygotsky, provision of guidance and support for tasks Green Teacher Support
Four Weekly Mini
Law a(b+c)=ab+ac With within a student’s Zone Of Proximal Development* promotes Pens
Tests Each Containing
Random Letters On maximum cognitive growth. This is known as scaffolding (McDevitt et
Five Problems
Four Separate al, 2013). To learn the distrivutive law, a(b+c)=ab+ac, MK is provided a
Occasions Over The red and a green pen. Relating new information to MK's existing
Space Of One Week. knowledge (McDevitt et al, 2013), each colour represents a step and
the order in which they are to be used, green before red. This existing
schema (McLeod, 2015) for traffic lights. The proper performance of
the distributive law will be demonstrated to MK, where ‘a’ is traced
over in green, and the bracket is traced over in red, resulting in green
multiplication of brackets resulting in ab+ac. MK will then be asked to
repeat this process whilst being provided extra wait time (McDevitt et
al, 2013, p.367) and assistance. Other examples using random letters
will be provided and MK will be prompted to trace over the algebraic
equations and discover the resulting equation. The Five Steps Of
Teaching Students To Scaffold Their Own Efforts Through Self-Talk*
(McDevitt, 2013, p. 230) will be applied. MK will achieve automisation
(McDevitt et al, 2013) of this task.

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2. MK Will Solve Virtual Learning Environment (Woolfolk & Margetts, 2013, p. 454) Khanacade Teacher Term 2 Week 6-9
Correctly A Minimum Gardner's multiple intelligence theory (Edutopia, 2015) identifies MK my.Org Student
Four Weekly Teacher
Of Thirty Out Of Forty to have high visual/spatial intelligence. Visual and verbal thought are
Made Tests Containing
Algebraic Equations very different brain functions (Temple, 2016), therefore providing a
Ten Algebraic
Over The Space Of visual representation of the Distributive Law allows MK to process the
Equations For Solution
Four Weeks Using The information efficiently (McDevitt et al, 2013, p. 300). MK enjoys
Distributive Law. computers due to the visual nature and low social aspect (Woolfolk &
Margetts, 2013, p.455). MK will watch relevant assigned
KhanAcademy.org videos. These videos use different colours for each
element/step will aid MK to break down the otherwise linguistic
problem into a visual representation of elements. Sparking interest and
motivation (Brady & Scully, 2005, p. 56) resulting in efficient learning.

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3. MK Will Correctly Concrete Manipulatives (McDevitt et al, 2013, p. 424) Stackable Teacher Term 3 Week 1-3
Construct Minimum Piaget's Theory Of Cognitive Development (McDevitt, 2013, p.205) Blocks Teacher
Activity-Based
Seven Out Of Ten Area implies children are active learners. Provision of concrete Assistant
Assessment Of Ten
Models Using Blocks manipulatives or opportunities for hands-on learning provides an Student
Algebraic Equations
To Apply The opportunity for increased cognitive development. The Area Model is a
Distributive Law To A visual representation of the Distributive Law using rows and columns.
Given Algebraic Blocks are used as concrete manipulatives to show an algebraic
Equation. equation. For example cognitive modelling (McDevitt, 2013, p.230) is
used to solve 3x(4+5), three rows of yellow blocks of 4x1, and three
rows orange blocks 5x1. Joining one row of yellow to a row of orange,
then stacking them horizontally on top of each other, gives our
algebraic equation. Instructing MK to count how many blocks are
present in our Area model shows how many of 'x' is present. Cognitive
modelling will provide a hands on approach in which MK will mould
own understanding (McDevitt, 2013, p.205).

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Ii. Solve Problems Involving The Use Of Percentages, Including Percentage Increases And Decreases, With And Without Digital
Technologies. (Acmna187)

1. MK Will Identify And Organisation* (McDevitt et al, p.262) Percentage Teacher Term 1 Week 3-4
Define Percentages, Woolfolk & Margetts (2013, p.206) describes MK's ability to memorise Cards Teacher
Observation
Decimals And steps in problem solving as well as a tendency to become confused as Assistant
Equivalent Fractions situations change, such as maths problems. To avoid such confusion Student Check:
organisation* is used to simplify the relationships between decimals,
Each Worksheet Is
fractions and percentages. MK is given a worksheet (Teachingideas,
Filled Out Correctly
2016) divided into four segments. For example segments may contain;
4/100, 0.04, a table of 10x10 with four squares highlighted and lastly Provided Random
4%. Each segment is worked through to discover they are equal. Decimals/Percentages
Further worksheets are provided with random segments blank. MK will Mk Will State The
fill out based on segments that are filled in; this organisation* provides Correct Equivalent
MK a foundation to work from. MK will learn strategy to problem solve Percentage/Decimal In
decimal/percentage via organisation* (McDevitt, 2013, p262.). Under 15 Seconds On
Six Out Of Seven Trials.

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2. MK Will Apply Task Analysis *(Forman & Arthur-Kelly, 2014, p. 203) Grade 8 Teacher Term 1 Week 7
Knowledge On The Empathizing-Systemizing Theory (Baren-Cohen, 2009) explains Maths Test
Teacher Authentic
Percentages To Ten how children with ASD have a superior ability to think systematically.
Assistant Assessment*
Discount/Mark-Up Baren-Cohen (2009) describes the thought process as considering each
Problems. piece of information to be isolated; therefore relating prior Grade 8 Maths Test
information to new situations is difficult. Task analysis* will be used to
break down linguistic discount and mark-up problems to aid building
relationship between prior knowledge of percentages and decimals to
new problems. For example MK will be given a discount problem, as
this is linguistic form it will need to be broken down. MK will be
instructed to list the information given such as original price and
discount. The discount will be linked to prior knowledge of percentages
and decimals, MK will first state discount in percentage and decimal,
then prompted to multiply decimal to original price. Task analysis* will
provide MK with understanding regarding breaking down problem in
order to solve.

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3. MK Will Construct Graphic Organisers (Forman & Arthur-Kelly, 2014, p. 515) Factor Teacher Term 1 Week 9
Knowledge Regarding Graphic organisers transform information into a graphic, or visual, Tree
Student Teacher-Made
The Meaning Of form in order to promote understanding (EnchantedLearning, 2016). Example
Formative Assessment-
Greatest Common Weak Central Cohesion (Merrill, 2016) mentions that students with
Quiz
Factor And Apply This ASD perform better given visual processing tasks. Graphic organisers
Knowledge. MK Will are used to support this drawing of connections (Merrill, 2016 in the  Twenty Questions
Correctly Factorise A finding of common factors. 10/15 is written on the board (Raymer-  Ranging Difficulty
Minimum Of 18/20 Moorman, 2015), MK is instructed to copy down the numbers  Easy Difficulty E.G.
Algebraic Equations. individually and draw branches from the 10 and the 15, at the end of 2x/4
each branch to draw a factor, this is known as a factor tree  Hard Difficulty E.G.
16x +5
(EnchantedLearning, 2016) an example will be provided. Extra time is
given due to MK's slower processing time (Larky, 2016). Instruction to
circle two factors that are present for both numbers is given. This will
further be carried out with algebraic equations. Use of graphic
organisers will provide MK an approach to draw connections and
engage to understand content (Forman & Arthur-Kelly, 2014, p. 515).

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Iii. Interpret The Stated And Implied Meanings In Spoken Texts, And Use Evidence To Support Or Challenge Different Perspectives.
(Acely1730)

1. MK Will Listen To Group Role Play (Brady & Scully, 2005, p. 80) Teacher- Teacher Term 3 Week 1-3
Four And Participate In Vygotsky (McDevitt et al, p.222) proposes that sociolinguistic Made
Teacher Authentic
A Further Four Group- behaviours* are developed via social interactions. Role-play provides a Conversati
Assistant Assessment*
Role Play clear expectation of social interactions, with modelling and practice on Scripts
Conversations And social skills are likely to improve (Mohr & Christensen, 2016). Due to Student With Constructed
Analyse And Discuss MK's visual thinking listening to conversations can be overwhelming Response Formats
What Is Point Being (Temple, 2016). MK is provided with a short, to avoid over-stimulation,
Made. conversation script and in small groups asked to play out. The activity  Mk Will Act Out A
Scripted
models a pleasant conversation between friends. Once played out MK
Conversation In
will answer questions regarding the script. For example "How did you Pairs And List
start the conversation?” "Did you wait your turn to speak?" or "What Minimum Two
was your conversation about?". This strategy breaks down the Points The Other
conversation into sociolinguistic behaviours* (Mohr & Christensen, Character Is
2016). Requiring attention and in-depth processing, this activity will Making.
improve understanding of sociolinguistic behaviour*according to the  Mk Will View A
Scripted
information processing theory (McDevitt et al, 2013, 250).
Conversation And
List Minimum Of 3
Points Being Made.

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2. MK Will Observational Learning (Woolfolk & Margetts, 2013, p. 318) Teacher- Teacher Term 3 Week 4
Demonstrate At Least Information Processing theory (McDevitt et al, 2013, p. 249) implies in Made
Student Informal Group
Two Different Tones order to improve retention of information, active focus and making Sentences
Performance
During A Presentation connections are needed. MK is to be placed in a group of three and
Assessment
And Will Explain The given a list of sentences. In small groups MK is more comfortable and
Effect On A paying attention, this will aid retention of information (McLeod, 2016).  Mk Will Perform A
Presentation. MK asks one student to read aloud the first sentence first angrily, and Five-Minute
then happy, sad and frustrated (YourDictionary, 2016) the second Demonstration In
student will deliver a response. MK will observe how the same Groups Of Three
Reading
sentences are spoken in different tones and the effect that’s had, MK
Conversations Of
will write small notes on how second students response changes. Roles
Their Own
swapped MK is given a sentence to play out with different emotions. Exhibiting A
One sentence may be "Where were you?" with the response “I was at Minimum Of Five
the Movies "(YourDictionary, 2016). Groups will then choose two Different Tones.
tones each and will perform their own sentences to the class at the  Mk Will Perform At
end of the week. Least Two Different
Tones.

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Iii. Use Interaction Skills For Identified Purposes, Using Voice And Language Conventions To Suit Different Situations, Selecting
Vocabulary, Modulating Voice And Using Elements Such As Music, Images And Sound For Specific Effects. (Acely1808)

3.MK Will Participate Jigsaw (Woolfolk & Margetts, 2013, p. 341) Active And Teacher Term 4 Week 1
In Small Group Work Jigsaw* is a cooperative* structure of group work.. Those with ASD Passive
Student Informal Group
Discussion, Research become overwhelmed by large groups due to the inability understand Voice
Performance
And Presenting A Six- basic speech and noisy environment (City College if New York, 2009).
Minute Presentation These informal discussions within the group provide MK the  Presentation Will
With Two Other opportunity to follow if necessary (Larky, 2016). Providing a Contain Six Points
Students Regarding comfortable learning environment and aid learning process ((Woolfolk And Six Examples
Passive And Active & Margetts, 2013, p. 338). In threes completing online activity, MK, is Of Passive And
Active Voice
Voice. engaged and will discuss active and passive voice. Each member of the
 Mk Will Present
group is in charge of one section of a presentation. Groups will
Two Of These
collaborate and combine sections. Each group then presents and Points And
teaches the others. . The group is required to present six Examples.
points/examples, each presenting 2.  Mk Is Expected To
Make Eye Contact
At Least Once With
Each Student.

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Appendix*
Zone of Proximal Development (McDevitt et al, 2013, p. 223)

Range of tasks that cannot yet be performed independently but can be performed with help and guidance of others.

Five steps of teaching students to scaffold their own efforts through self-talk (McDevitt et al, 2013, p. 230)

1. Cognitive Modelling. 2. Overt, external guidance. 3. Overt self-guidance. 4. Faded overt, self-guidance. 5. Covert self-instruction

Organisation (Brady & Scully, 2005, p.39)

Process of identifying interrelationships among pieces of information as a way of learning them more effectively

Elaboration The process of using prior knowledge to interpret new information and relate to existing knowledge thereby learning effectively

Task analysis (Woolfolk & Margetts, 2013, p. 233)

The strategy of breaking a skill or piece of knowledge down into components. The information can then be used for the purposes of assessment, programming
and instruction

Authentic Assessment (Woolfolk & Margetts, 2013, p. 511)

Measurement of important abilities using procedures that simulate the application of these abilities in real-life situations

Summative assessment (Woolfolk & Margetts, 2013, p. 503)

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Assessment that occurs at the end of a unit or period of teaching to determine development, learning, student progress.

Cooperation (Woolfolk & Margetts, 2013, p. 338)

Activity that focuses on group members working together towards a goal

Sociolinguistic behaviours (McDevitt et all, 2013, p.365)

Social conventions that govern appropriate verbal interaction

Pragmatics (McDevitt et al, 2013, p. 365)

Conventions and strategies used in effective and socially acceptable verbal instructions

Concrete Manipulatives (TeacherVision, 2016)

Hands-on teaching tools used as visual representation of a theory or problem.

Observational learning (Woolfolk & Margetts, 2013, p. 318)

Constructed of four elements attention, retention, reproduction and motivation.

Jigsaw (Woolfolk & Margetts, 2013, p. 341)

A cooperative* structure of group work in which each student is in charge of their own section, that of which they teach to the other members of the group.
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Reference List
Baren-Cohen, S. (2009). Autism: The Empathizing–Systemizing (E-S) Theory. Retrieved from

http://www.autismtruths.org/pdf/Autism-The%20emphathizing-systemizing%20es%20theory_SBC_ARC.pdf

Brady, L. & Scully, A. (2005). Engagement: Inclusive Classroom Management. French Forrest, NSW: Pearson Education Australia.

Bruner, J. (2016). Constructivism & Discovery Learning. Retrieved from http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html

City College of New York. (2009). Children With Autism Need To Be Taught In Smaller Groups, Experts Argue. Retrieved from

www.sciencedaily.com/releases/2009/07/090702110457.htm

Enchantedlearning.com. (2016). Graphic Organizer Worksheets. Retrieved from http://www.enchantedlearning.com/graphicorganizers/

Foreman, P., & Arthur-Kelly, M. (2014). Inclusion In Action (4th Ed.). South Melbourne, Victoria: Cengage Learning Australia Pty Ltd.

Jordan, A. (2016). John Dewey On Education: Impact & Theory. Retrieved from http://study.com/academy/lesson/john-dewey-on-education-impact-theory.html

Larky, S. (2016). 9 Tips To Facilitate Social Skills Activities (1st Ed.). Retrieved from

http://suelarkey.com.au/wp-content/uploads/2015/07/Tip-Sheet-9-Tips-to-Facilitate-Social-Skills-Activities.pdf

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Larky, Sue. (2016). 10 Essential Tips For Understanding Autism Spectrum Disorder (ASD) (1st ed.). Retrieved from

http://suelarkey.com.au/wp-content/uploads/2015/04/10-Essential-Tips-for-Understanding-ASD.pdf

McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development And Education. Frenchs Forest, NSW: Pearson Australia.

McLeod, S. (2007). Vygotsky. Retrieved from http://www.simplypsychology.org/vygotsky.html

McLeod, S. (2015). Jean Piaget. Retrieved from http://www.simplypsychology.org/piaget.html

McLeod, S. (2016). Albert Bandura. Retrieved from http://www.simplypsychology.org/bandura.html

Merrill, A. (2016). Linking Theories to Practice: Exploring Theory of Mind, Weak Central Cohesion, and Executive Functioning in ASD. Retrieved from

https://www.iidc.indiana.edu/pages/linking-theories-to-practice

Mohr, D. & Christensen, E. (2016). Social Skills Training Groups. Retrieved from

https://www.autismspeaks.org/sites/default/files/social_skills_training_groups_powerpoint.pdf

Multiple Intelligences: What Does The Research Say? (2015). Retrieved from http://www.edutopia.org/multiple-intelligences-research

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Percentages. (2016). Retrieved from http://www.teachingideas.co.uk/subjects/percentages

Raymer-Moorman, S. (2015). Teaching In Room 6: Simplifying Fractions...Oh Boy. Retrieved from

http://www.teachinginroom6.com/2013/01/simplifying-fractionsoh-boy.html

Rusbult, C. (2007). Active-Learning Theories. Retrieved from http://www.asa3.org/ASA/education/teach/active.htm

Schraw, G. (2013). Information Processing Theory. Retrieved from http://www.education.com/reference/article/information-processing-theory/

Syllabus Bites: Active And Passive Voice - Overview. (2016). Retrieved from

https://schoolsequella.det.nsw.edu.au/file/312ee40e-a9ce-4aca-97b1-18748c92d286/1/14284.zip/index.htm

Temple, G. (2016). Visual Thinking | Autism Research Institute. Retrieved from https://www.autism.com/advocacy_grandin_visual%20thinking

Tone Examples. (2016). Retrieved from http://examples.yourdictionary.com/tone-examples.html

Using Manipulatives. (2016). Retrieved 25 May 2016, from https://www.teachervision.com/pro-dev/teaching-methods/48934.html

Woolfolk, A., & Margetts, K. (2013). Educational Psychology (3rd Ed.) Frenchs Forest, NSW: Pearson Australia.

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