Also referred to as ‘Individual Learning Plans’, or ‘Student Education Plans’. See section on “Student Support Groups”.
Held Back -the experiences of students with disabilities in Victorian schools’ Victorian Equal Opportunity and Human Rights Commission 2012 pp82,91:
“Individual learning plans (ILPs) are the lynchpin in the government school system for setting and delivering on learning goals for students with disabilities. However, not all students who should have a plan have one. The development, quality and monitoring of these plans is inconsistent and there is no systemic monitoring to ensure these plans are of a reasonable quality and are being implemented.
The development of individual education plans to meet individual student’s needs and access to support are critical factors to enabling the participation of students with disability in schools. Thus, ILPs are a key component in the DEECD strategy for ensuring inclusion of students with disabilities.
The educational outcomes of students with special learning needs are potentially being compromised by inconsistent, poor quality ILPs.
While ILPs ‘are the backbone of planning for the teaching of students’, not all staff know how to write an effective plan or have access to expertise within the school to guide them. Some appear unaware of their obligation to prepare one. This is unacceptable.”
Victorian Auditor-General’s Office, ‘Programs for Students with Special Learning Needs’ p x:
“While the intent and purpose of having SSGs is sound, not all audited schools used them in a manner that maximised their value. Similarly, few of the ILPs reviewed clearly detailed student needs or their educational goals and strategies. DEECD does not monitor the practices of SSGs or the quality of ILPs, even though these practices are potentially compromising the quality of support provided to PSD students.”
The components of Individual Learning Plans, their development, monitoring and review are set out in annual Student Support Group Guidelines. In summary, such plans are formal, written, contain short-term and long-term goals, strategies, and measurable outcomes.
Outcomes that can be measured are the only indication of a child’s progress that can be relied upon, outside standardised testing.
School reports are documents that rely on individual teacher opinion. Many parents report consistent satisfactory school reports, until a NAPLAN or independent educational psychology test confirms that the child is a number of years behind and has a severe academic delay.
Measurable outcomes that provide absolute clarity regarding progress are vital.
Individual Learning Plans provided by parents indicate that some school staff do not understand the difference between a goal and a strategy, and do not know what a ‘measurable outcome’ is.
See “Schools List” for some of the practices demonstrated by individual schools.
In court cases, it has become apparent that the DET does not expect teachers to adhere to its policies and procedures in relation to Individual Learning Plans. Such plans can be in teachers’ “heads”, the minutes of a meeting, a conversation, or any informal document that may mention an aspect of educational planning.
Advocacy
Where does this leave parents?
Given the importance of Individual Learning Plans and the crucial role they have in determining and monitoring the progress of a child’s education, it is vital that these are developed according to procedures and guidelines that mirror best practice.
While the DET have made it clear, (and continue to make clear in each court or tribunal case they are involved in) that their policies, practices and procedures are not required to be adhered to, parents must regardless arm themselves with the appropriate DET documentation and insist that individual schools follow these guidelines.
The guidelines have many elements of best practice, which, according to several DET documents, guide their provision of education to all students, but then abandons upon complaint. It is important that regardless of the position of the DET, each individual school is encouraged to conduct the support of children with disabilities in a professional manner. This involves using policies and procedures that are based on best teaching practice.
There are individual schools where best practice in relation to Individual Learning Plans may be adhered to, despite the formal position of the DET.