1.  E ducation A djustment P lan In school task for Teaching and Learning ETP310 Katie Lindsey S236397

2. EAP Information  The purpose of the EAP is to enable educators, families and learners to jointly develop appropriate adjustments to the curriculum by taking into consideration the needs of the learner based on the nation framework and classroom / school standards.  An Education Adjustment Plan is a tool that is used to implement teaching and learning strategies to suit the specific the educational adjustment needs of a student in order to meet the required standards. Students who are gifted, behaviourally challenged and/or have a disability are acknowledged as having particular learning needs and require adjustments to their educational program, so that they are able to remain engaged, focused and active learners ( DET education Adjustment Plan, 2014).

3. Meeting the legal requirements  Before publicly mentioning my findings about a specific child and my observations regarding their learning and behaviour, it was imperative to gain the permission from her parents.  Attaining this consent was not only a legal requirement, but something I felt was crucial to do in avoiding potential conflict and promoting effective teaching / parent engagements to better the learning of their child.  Another legal requirement is the guidelines of the Department of Education and Training) and recognises the requirements that educators have towards their students:  Quality educational programs are essential in order to effectively respond to the needs and abilities of all students including students who are gifted, behaviourally challenged and/or have a disability.  Reviewing students abilities every 6 months is a mandatory requirement when embedding the Education Adjustment Plan.

4. My Observations Current concerns, needs and barriers to her learning: This student has a relatively short attention span. She often becomes fidgety and easily distracted. This student does not cope well with not getting her way or missing out. She needs to continue working on her physical strength and fine motor skills. The student acts on impulsions with often blurting out answers and rushing tasks. The student’s strengths : She is a happy and bubbly student who is often smiling and eager to chat. This student enjoys being included and is mostly friendly to her class peers. She enjoys being asked to help with special jobs and likes feeling needed / valued by a teacher. This student has great language and communication skills and can articulate how she is feeling. She is very observant and alert and always seems to know what is going on around her. This student responds VERY WELL to positive feedback and thrives off of it. She can understand repercussions for making poor decisions

5. The student’s diagnosis  This student has (during the development of this EAP) been formally diagnosed with ADHD (Attention Deficit Hyperactivity Disorder) which is a condition that affects her behaviour development and learning.  Three core features of ADHD include:  Inattention  Impulsivity  Hyperactivity

6. Chosen teaching strategies  Develop strategies such as having the student fiddle with ‘Blu-tack’ during sitting time to keep her mind and body centered to the task at hand.  Have the student engage in ‘heavy lifting’ tasks such as packing up the heavy mats from sensory motor to strengthen her muscles and work on her gross motor skills.  Embed other ‘special jobs’ for the student to help with so she feels wanted and has set goals to be completed.  Implement a rewards chart of some sort to act as a visual reminder and incentive to do the right thing.  Embed as much movement into tasks as appropriate.  Create clear goals for the student to complete in outlined time frames as an incentive to focus and set clear limits and rules for the student to abide by.  Sit the student close to the teacher and / or well-focused peers

7. Chosen teaching strategies cont.  Provide and inform the student of breaks once she reaches a certain goal in her work task. Allow for her to move around during this time.  Ask the student where in the classroom she could sit to help make her work easier to complete. Ensure that it is close to the teacher and / or well-behaved student’s.  Stick a private ‘traffic light’ poster on the student’s desk to remind them if it is a ‘no talking, low talking or open talking time’ – ADHD student’s respond best to private reminders.  Have student use her chair seat cover to store any mess to keep her area nice and neat – less physical distractions.

8. How to make these strategies effective?  Use this student’s interests including – computer time, helping on ‘special teacher jobs’ and hands on activities.  Ensure parent, teacher and student relationship is established and everyone is on the same page.  Regularly monitor, analyse and modify the EAP to ensure it is relevant to progression and that strategies that are not effective are removed.  Allow for small breaks to make the tasks seem more achievable.

9. The referral process New EAP  Establish relevant team  Gather baseline data  SET in consultation with school leadership team organise meeting (may include pre- meeting with professionals e.g. Middle years/Senior Years key learning area teachers to make EAP meeting more manageable)  Facilitate meeting  Classroom teacher to design EAP with support of SET /appropriate person  Implementation of EAP Monitor program of student regularly (Fortnightly, Monthly, Termly)  Evaluate after 6 months Review of an existing EAP  Gather evidence and share with stakeholders  SET in consultation with school leadership team facilitate meeting  Classroom teacher to design EAP with support of SET /appropriate person  Implementation of EAP Monitor program of student regularly (Fortnightly, Monthly, Termly)  Evaluate after 6 months

10. All relevant parties  Student’s parents and other family members  Ms. Morgan – Classroom teacher  Linda Reedman - Special needs teacher  Janine- tutor in classroom  Assistant Principal’s Angie Graham (sees through EAP)  Occupational Therapist (external) – to sight on request and potentially further recommend relevant strategies

11. The end  Thank you for taking the time to view my Educational Adjustment Plan suggestions.  A special thank you to this student’s parents who allowed for me to specifically observe and analyse this student and to Amber Morgan for offering advice and strategies.  I will now answer any questions.

12. References  Hyde, M. Carpenter,L. Conway, R. (2014). Diversity, Inclusion and Engagement.  Department of Education and Training (2012). Educational Adjustment Plans.