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Aim: Demon strate you r skills in developing an I ndividual E ducation P lan that utili ses best practice , strengths-based, non-discriminatory strategies to accommodate the young person ’s diverse learning needs. This task will draw on information provided in modules 1-4. This task is based on “Ben” - the young person outlined in the case studies provided below . Choose the appropriate case study for your context ( for example: early childhood, primary, or secondary education). A word template has been created that contains the following sections as a template for this task. You need to complete each section: Section 1: Individual Education Plan (IEP) In this section, you will use the case study to design a strengths-based Individual Education Plan for Ben based on your chosen context. You must describe: Ben’s point of entry – What Ben can currently do. A d escription of Ben’s additional needs. T hree learning goals for Ben . A description of p lanned teaching strategies and/or learning activities th at aim to support Ben in achieving his goals . A description of the resources that are needed to support Ben in achieving his goals . You need to explain how these resources support the achievement of these goals. Section 2: Rationale In this section, you will justify the contents of your IEP with evidence from up-to-date and reputable literature. You must reflect on the following questions: D oes the literature suggest that your language choices promote strength s -based , non-discriminatory perspectives? Give examples. Why did you cho o se these goals for Ben ? What literature suggests that these goals are best practice and suitable for Ben? Why? What literature suggests that these teaching strategies/learning activities are best practice and suitable for Ben? Why? What literature suggests that these resources are best practice and suitable for Ben? Why? Section 3: APA7 Reference list All in-text citations need to be reflective of APA7 and included in your final reference list . Case studies: Early Childhood Education Ben is 4 years old and attends the kindergarten and long day care program, three days a week. He lives with his mum, dad and older sister, who is 7 years old. Both parents are professionals and are good communicators – they have a history of working well with the centre to support Ben’s needs. Ben has recently received an official diagnosis of autism spectrum disorder from his medical specialist team. It appears that Ben is ‘non-verbal’- meaning he does not communicate via speech. Ben likes dinosaurs, loves Peppa Peg, and general animal-related themes, games and reading material. He participates in some structured learning activities, especially those featuring tactile, hands-on materials like mini animals, puzzles or stacking toys. He has shown some interest in painting and drawing. Ben tends not to participate much in outdoors play areas – he prefers indoors. Ben has shown evidence of being distressed by loud peers, music, or other loud activities. He does not interact directly with his peers, but he will tolerate some parallel play. Ben will hold eye contact with adults sometimes, but only for short periods. If motivated, Ben tends to be more responsive. If uninterested in an activity, he will walk away. The professionals in Ben’s support team have communicated with you and with Ben’s parents about Ben’s need for supported communication. Ben would benefit from learning alternative methods of expressive communication with the adults in his life, as a priority. Resources: Assessment case studies AT1B Case Studies (Word document) Assessment template AT1B Template (Word document) Assessment support The following supports are provided to help you with this assessment task: Module 4: Individual Education Plans Strength-based approach: A guide to writing transitions learning and development statements(Department of Education, 2012, pp XXXXXXXXXX) PWDA Language Guide: A guide to language about disability(People With Disability Australia, 2021) Is your planning inclusive? The Universal Design for Learning framework for an Australian context (Capp, 2016). Individual Education Plans (IEPs) (State Government of Victoria, 2024). Individual Education Plan - Quality checklist rubric (Department of Education, n.d.).

Dilpreet · Accepted Answer

WRITTEN ASSIGNMENT		2
WRITTEN ASSIGNMENT
Table of contents
Section 1: Individual Education Plan (IEP)	3
Ben’s Point of Entry	3
Description of Ben’s Additional Needs	3
Learning Goals for Ben	3
Planned Teaching Strategies and Learning Activities	4
Description of Resources Needed	4
Section 2: Rationale	5
Language Choices	5
Choice of Goals	6
Literature Support for Goals	6
Literature Support for Teaching Strategies/Activities	7
Literature Support for Resources	7
Conclusion	8
References	9
Section 1: Individual Education Plan (IEP)
	Ben, a four-year-old child, attends kindergarten and a lengthy day care facility three days each week. He lives with his parents and elder sister, who are both supportive and interested in his upbringing and schooling. Ben was recently diagnosed with autism spectrum disorder (ASD) by his medical professional team. Despite being nonverbal, Ben has talents and interests that may be used to promote his learning and growth.
Ben’s Point of Entry
	At his present developmental level, Ben excels in some areas while needing greater assistance in others. He enjoys tactile, hands-on activities like playing with little animals, puzzles, and stacking toys. His interests in dinosaurs, Peppa Pig, and animals give excellent opportunities for engagement and learning. However, Ben favors indoor hobbies and avoids noisy situations. He has minimal engagement with his friends, frequently participating in parallel play, and challenges with expressive speech.
Description of Ben’s Additional Needs
	Ben's diagnosis of autistic spectrum condition has distinct problems, notably in communication. Ben, who is nonverbal, requires additional forms of expressive communication in order to properly engage with people. Furthermore, he may benefit from assistance in social interaction and sensory modulation to improve his general well-being and involvement in activities.
Learning Goals for Ben
· Develop Alternative Methods of Expressive Communication: Ben will learn and utilize alternative methods of expressive communication, such as visual communication systems like the Picture Exchange Communication System (PECS), to effectively communicate his needs, preferences, and feelings.
· Increase Engagement in Outdoor Play Activities: Ben will gradually increase his engagement in outdoor play activities to promote social interaction, sensory exploration, and physical development.
· Enhance Participation in Structured Learning Activities: Ben will actively participate in structured learning activities by incorporating his interests, such as dinosaurs, animals, and tactile materials, to promote engagement and learning.
Planned Teaching Strategies and Learning Activities
· Ben should be introduced to PECS and other visual communication tools for improved expressive communication. Ben can make decisions and express himself by using graphic cards that represent commonplace actions, items, and emotions.
· Ben should have an organized and encouraging environment to experiment with outside play activities. This is known as gradual exposure to outdoor play. To encourage social connection, begin with comfortable activities and favorite toys in a peaceful outdoor setting. Gradually introduce peers and new experiences. 
· Interest Integration into Learning Activities: Create educational activities that correspond with Ben's passions for animals, dinosaurs, and tactile materials. Use animal-themed novels, puzzles with dinosaur themes, and sensory play items to encourage learning, language development, and problem-solving abilities.
Description of Resources Needed
· To assist Ben with his expressive communication requirements, visual communication tools such as image cards, PECS boards, and communication books can be obtained.
· Calm Outdoor Play Space:

Description of Task Aim: Demon strate you r skills...

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