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
