Personalised learning

Tara’s IEP targets form the foundation of her personalised learning programme. The development of such targets involves a collaborative process with the special class teachers, speech and language therapists, occupational therapist, psychologist, SNA and parents. The configuration of the IEP targets occurs at a meeting with all relevant individuals at the start of the year. These targets are subsequently reviewed twice throughout the year. The class teachers also conduct informal fortnightly reviews to consolidate evaluations on the progression of targets and plan accordingly. This IEP contains Tara’s strengths and weaknesses, which allow for the central areas of personalised learning.

This can be seen in the table below:

IEP                                      Strengths                                            Targets

Communication

  • Tara can communicate well using some Lámh signs and gestures.
  • Tara responds very well to visuals and has a very good visual memory.
  • To continue to use and expand knowledge of Lámh signs when communicating with others.
  • Expand understanding of core vocabulary.
  • Develop understanding of prepositions.

 

Social skills

  • Tara is very polite and enjoys the company of others.

 

  • Use good eye contact when communicating with others
  • Will greet others appropriately all of the time.

Personal care

  • Tara can complete personal care routines such as using a tissue/covering her mouth and washing her hands independently.
  • To independently complete personal care routines.
  • To recognise and follow social conventions of privacy.

Motor skills

  • Tara is improving her dressing/eating skills with the use of her prosthesis.

 

  • Use prosthesis to assist in functioning during every day activities.
  • Develop fine motor for life skills (opening items, cutting, writing).
  • Develop coordination and balance for walking up and down stairs.

Functional academics

  • Tara can read and write her own name.
  • Tara is very good at completing her calendar work.
  • Knows numbers from 1-15.
  • Can recognise some notes and coins.
  • Identify all coins and notes
  • Write her name and address independently.

 

 

Based on these targets and her specific strengths, likes and motivations, the relevant elements from each PLU were selected to generate Tara’s learning programme. This then allows for specific teaching and learning resources and strategies to be formed to aid in the achievement of the IEP targets.

 

 

PLU

Elements

Learning outcomes

Links to junior cycle subjects/school activities

Link to Level 2 Learning Programme

PLU 1: Communication, language and literacy

  • Developing communicative relationships

Understanding

 

 

 

  • Reading

1.5 Show awareness of and use tone, body language, gesture, pace, vocalisations and volume to impact communicaton

1.10 Attend and respond to increased vocabulary in text

1.22 Show recognition and understanding of symbols, signs, visuals of items

1.23 Seek meaning form a combination of signs, symbols or text for practical purposes

English and all subjects

A5 Participate in practical, formal and informal communications

B2 Use appropriate non-verbal behaviour in communicating a simple idea

B3 Relay a response or request non-verbally

C1 Read common words that are commonly used and personally relevant

B1 Identify a range of non-verbal communication methods

B4 Respond to non-verbal signals and signs encountered in daily life

PLU 2: Numeracy

 

  • Measure and data
  • Shape and space

2.24 Participate in a shopping experience

 

2.19 Participate in activities where the language of movement and position is used.

Shopping visits

Maths

PE

Home economics

Geography

A1 Recognise frequently used Euro notes and coins

A2 Pay for an item correctly and count the change in a mock-up or real-life shopping transaction

G1 Use appropriate vocabulary to describe direction

G5 Use the body or body parts to move in a given direction

G6 Move a range of objects in given directions

PLU 3: Personal care and wellbeing

 

  • Personal care and hygiene
  • Personal safety

2.10 Complete personal care tasks independently

2.35 Recognise public and private places and how they are different

2.37 Follow social conventions of privacy

2.38 Demonstrate awareness of appropriate and inappropriate physical contact with others

 

 

SPHE

Science

Home economics

A1 Identify essential daily personal care practice

A2 Describe the most important ways of keeping the body clean

A5 Maintain an agreed personal care plan

F1 Identify the standard names of the sexual organs

F2 Describe the functions of the sexual parts of the body

F3 Recognise the physical and emotional changes that occur in girls and boys during adolescence

F4 Recognise the difference between appropriate and inappropriate ways of expressing feelings.

PLU 4: Being part of a community

 

  • Using local facilities

 

 

 

 

 

 

 

 

 

 

  • Contributing to the community

4.10 Participate appropriately in using different areas/rooms in their immediate environment

4.11 Visit and participate appropriately in using facilities in their environment

4.12 Demonstrate knowledge of where familiar items are stored

 

 

 

 

 

 

4.30 Engage in a task or job in the community

Green schools

Therapeutic horse riding

Home economics

SPHE and all subjects

Preparing for work

D1 Give examples of safe practices in three distinct workplaces

D2 Use all tools and equipment correctly and safely in a range of practical classes

D3 Describe and use electrical equipment correctly and safely in a range of practical classes

D4 Store all tools, materials and equipment safely

D5 List the different procedures for self-procedures for self-protection at work

Living in a community

C4 Participate in a school-based community project and record their participation.

PLU 5: The arts

  • Visual art

 

 

 

 

 

  • Music

5.5 Participate in creating art work based on real or imagined stimuli

5.6 Use visual art to communicate, including the creative expression of emotion

5.7 Work independently to produce a piece of work of art

5.12 Experiment with creating vocal sounds

5.18 Link sounds to pictorial representations

5.19 Play an uncomplicated tune on a chosen instrument

Art

English

Maths

Music

Communication and literacy

E2 Create a range of images using a variety of materials

E3 Produce a piece of work for display

E1 Participate in a performance or a presentation

 

PLU 6: Physical education

 

  • Movement skills

 

  • Creative movement

 

6.5 Refine gross motor skills

6.6 Refine fine motor skills

6.16 Observe the movements of another and attempt to copy

6.19 Link two or more movements to create a sequence of movements

PE

Yoga

Personal care

C4 Maintain an exercise routine in a well-structured environment

  Communication and literacy

 E5 Use drama or dance to explore real and imaginary situations