Adjustments for students with disabilities
Student adjustments are identified through a personalised learning plan.
Personalised learning plan
A student's personalised learning plan helps inform your child’s support and the level of adjustments provided at school.
Schools may refer to these plans in different ways, including:
- education adjustment plan (EAP)
- individual education plan (IEP)
- individual transition plan (ITP)
- positive behaviour support plan
- learner profile
- student needs profile.
Regardless of the name, the plans are designed to tailor educational support to meet your child’s needs.
Eligibility
Plans can be created for students who require adjustments at school. Students may have a diagnosed disability or an imputed disability.
What a disability is
The Disability Standards for Education (DSE) 2005 defines a disability as being:
- partial or total loss of bodily or mental function
- partial or total loss of a body part
- presence of organisms that cause or can cause disease or illness – for example, HIV
- disorders of learning
- disorders of behaviour, emotions, judgement or thought processes.
What an imputed disability is
An imputed disability means it is thought the student is presenting at school with a disability but it is not formally diagnosed.
There might not be a diagnosis because of:
- cultural or family beliefs
- waiting for further testing
- waitlist for a diagnosis
- social disadvantages
- uncertainty by health professionals.
To have an imputed disability, your child must have an ongoing condition that is not due to circumstances or a temporary medical condition.
The school will use their professional judgement and evidence to impute a disability.
What's included in a personalised plan
Schools can have different values and philosophies, so personalised plans can vary from one school to another. However, many plans will typically include:
- needs - such as environmental and care needs
- strengths and interests - for positive learning engagement and experiences
- adjustments - enables participation on the same basis as peers
- goals - to improve educational and social outcomes.
Parent and carer involvement
When a plan is being developed you should be invited to a meeting or discussion to share your perspective on your child’s:
- needs
- preferences
- concerns.
You can share any reports completed by your healthcare professionals.
You can also choose to bring a support person with you.
Reviewing plans
Plans are generally reviewed twice a year but could be more or less frequency depending on what you have discussed with your child’s educators.
Student report cards
Reports give information on your child's progress and achievements at the end of each semester. A grading from A to E is used.
If your child has a personalised learning plan, you can choose for your child not to be graded. This will need to be documented in the students plan.
All students with a personalised plan will receive feedback about progress towards their identified goals.
Further support
Find support and read more about advocating for your child.