Teaching, learning and assessing of Individual Education Planning (IEP) goals through a differentiated learning sequence and digital portfolio.
This story provides a snapshot of the planning, teaching and learning, and monitoring and assessment cycle in action. It includes three excellent pieces of work that contain ideas well worth sharing.
Rebecca is a Prep /1 teacher at a district high school. A reflective practitioner, she joined the Inclusive Curriculum Project with a number of questions already in her head about the peer interactions of her students, particularly her student with Autism Spectrum Disorder (ASD), These were the questions that guided her work:
- How can we increase peer interaction during playtimes and in the classroom?
- How can we help the student with ASD and his peers to interact more?
- To what extent can this be enhanced by teaching a range of social / communication skills at a whole-class level?
- How can adults help to support these interactions?
- What would meaningful ways of connecting with others look like for this student?
- How can we enhance relationships between all students in the class?
Rebecca notes that in response to these questions, she decided to develop a whole-class learning sequence focusing on developing positive relationships with others. In doing so, she would be exploring for herself ways to differentiate the curriculum. She was determined to develop an inclusive learning sequence that would include experiences for this particular student (named Student 1 throughout this story) to make progress towards his IEP key outcomes.
Student 1 IEP
Inclusive learning sequence
Student 1 digital portfolio
Inclusive education
Getting Started: A guide for teachers of students with disabilities in regular schools 
Anna's story
Collage of students