Examples of practice - Sam

 

Sam is a 12-year-old student who is sociable, enthusiastic, and enjoys music, technology, and helping with the school vegetable garden. Sam has complex support needs. Sam uses technology and gestures to communicate and has some difficulties with receptive language. Sam receives support for activities of daily living, including eating and toileting. Sam’s learning is primarily provided through visual and interactive resources on his touch-screen device. Sam has a personalised learning and support plan, however this is due to be reviewed and updated. This example of practice will outline how Sam’s school and family worked together to support Sam’s voice and agency when revising his personalised learning and support plan. 

What is the goal?

The goal is for Sam to have an active role in his learning, including in setting the goals, supports and strategies that will support his learning and inclusion at school. This means that Sam’s voice, preferences and experiences are positioned as central to all decisions made, and Sam’s participation in personalised learning and support planning is optimised and actively increased over time through supports and strategies that a) are adapted for his strengths, communication style, and abilities; and b) ensure he feels safe, confident, and valued. 

An image of a student and a teacher sitting at a table, using a tablet

What are Sam’s preferences for his involvement in learning and support planning?

The learning and support team use the Planning tool for promoting student agency within planning personalised learning to develop a clear understanding of Sam’s preferences for his involvement in learning and support planning. To cater for his strengths and abilities, they select a few questions that are most relevant to him, and provide these in a visual format on his device so he can respond there. From this, they can see that:

  • Sam would like to attend meetings, with his father there to support him.

  • Sam would like to co-lead the meeting. He wants to welcome everyone to the meeting, and change the slides when it is time for the next point on the agenda.

  • Sam would like to share his preferences in a video presentation.

  • Sam would like a teacher to help him create the video presentation. He also asks for a friend to be involved too.

 

What do we know about Sam’s strengths, abilities, communication style, interests and strategies that have been helpful, that may be relevant for Sam’s involvement in learning and support planning?

  • Sam is sociable and enthusiastic. 

  • Sam enjoys music, and technology. 

  • Sam enjoys helping with the school vegetable garden.

  • Sam uses technology and gestures to communicate, and has difficulties with receptive language. 

  • Sam receives support for activities of daily living, including eating and toileting. 

  • Sam’s learning is primarily provided through visual and interactive resources on his touch-screen device.

 

What evidence-informed strategies can be used to reach the goal?

The learning and support team used the Student agency within planning personalised learning and support guide to learn more about evidence-based strategies and resources that support student agency. After using this resource, the learning and support team and Sam identified some strategies that can be trialled to build on Sam’s existing strengths and help achieve the desired goal:  

 

Relevant strengths and insights Strategies 

  • Sam is sociable and enthusiastic. 

  • Sam loves music, and technology.  

  • Sam uses technology and gestures to communicate, and has difficulties with receptive language. 

  • Sam’s learning is primarily provided through visual and interactive resources on his touch-screen device. 

To develop an understanding of Sam’s goals, ideas and preferences, collaborate with and support Sam with implementing the following strategies:

  • The year advisor gives permission for Sam and a friend to take photos at school of “Sam likes…”, “Sam can do…”, and “Sam would like help with…”.  

  • The learning and support team provide a simple video template for Sam. 

  • A teacher supports Sam as he adds photos, short text, and music to create a presentation. This is embedded into his literacy sessions.

  • The teacher clarifies meaning throughout using short and concrete statements. This is embedded into his literacy sessions. 

  • Sam uses technology and gestures to communicate, and has difficulties with receptive language. 

  • Sam’s learning is primarily provided through visual and interactive resources on his touch-screen device. 

 

 

 

 

 

To support Sam in leading and co-leading the learning and support planning meeting, collaborate with and support Sam with implementing the following strategies:

  • A clear and simple visual schedule, with prompts for how Sam can co-lead the meeting, will be developed with Sam’s input.  

  • Sam will choose the room and seating arrangements for the meeting.

  • Sam will use a slideshow presentation to greet and open the meeting, and will change the slides when it is time to move onto the next topic.  

  • Sam’s video will be the first discussion starter on the agenda.

  • Simple visual supports within and separate to the slideshow presentation will be provided to support Sam’s understanding of the meeting. Questions will be short, and use vocabulary that Sam recognises. 

  • Frequent pauses will occur so that summaries using vocabulary Sam is familiar with can be provided throughout the meeting. Sam will then be asked to use gestures or technology to provide his feedback or views.

  • All involved in the meeting will receive a document outlining clear expectations of their roles and how they can support Sam’s voice and agency during the meeting. 

  • Sam uses technology and gestures to communicate, and has difficulties with receptive language. 

  • Sam’s learning is primarily provided through visual and interactive resources on his touch-screen device. 

  • A brief and visual slideshow summarising the final updates to the personalised learning and support plan will be provided to Sam.

  • Sam will be asked for each point to show if he approves, or has concerns. If he has concerns, these will be explored, and alternatives considered. 

School Excellence Framework alignment

Wellbeing 

Effective classroom practice

Australian Professional Standards for Teachers alignment

Standard 1: Know students and how they learn

Audience

Secondary teachers

Purpose

This example of practice can be used to inform school planning and teaching practice

Timeframes and when to use

This resource can be used at any time to provide further information and practice guidance

Evidence base

This resource was developed with the AllPlay Learn team who conducted a series of systematic reviews of the empirical literature, with over 177,000 articles screened. The resources remain up-to-date, with content reflecting best practice reviewed by a world-class multidisciplinary research team, led by Monash University.

Reviewed

June 2022. Share your feedback here

Explore other topics