Kristy

Sly - S00154141

EDFD221
Creating Inclusive Safe and Supportive Schools

Positive Partnerships Planning Matrix

Communication

Social Interactions

Restricted Interests
Repetitive Behaviour

Characteristics

- Speech is fluent.
- Repetition of dialogue
due to poor memory.
- Lacks give and take
element of conversation/
communication.
- Delayed language
development.
- Low understanding of
non-verbal
communication. (E.g. facial
expressions, gestures)

- Lacks give and take

element of conversation/
communication.
- Low understanding of nonverbal communication. (E.g.
facial expressions, gestures)
- Difficulties forming and
sustaining friendships
- Difficulties with social and
emotional responsiveness.

- Repetition of dialogue due

to poor memory.
- Lacks give and take
element of conversation/
communication.
- Calling out (irrelevant
information).
- Repetitive classroom
behaviours. (E.g.
sharpening pencils,
aimlessly walking around
the classroom)
- Poor attention span.

- Speech is fluent.
- Poor attention span.
- Delayed language
development.

- Low understanding of
non-verbal
communication. (E.g.
facial expressions,
gestures)
- Poor attention span.

Implications

- May not understand the

teachers emotions
towards her behaviour.
- Students/peers may not
talk or listen to her
because they dont care for
the conversation.

- Students/peers may not

want to interact with her.
- By not forming friendships,
she may become lonely and
lack social interaction.

- Tasks may not be finished

because of her lack of
attention.
- Repetitive behaviours
waste class time.
- Calling out distracts from
the current lesson.

- Work may not be

completed because of her
attention span.
- She may not be at the same
academic level than her
classmates/peers.

- Her learning may be

jeopardised because of
her low understanding of
gestures (e.g. come over
here, sit on the floor.)

Strategies

- Using visuals/pictures as
instructions can help
engage and instruct
students rather than body
language and facial
expressions. (Autism
Spectrum Australia, 2015)

- By changing seating
arrangements, interaction
with other peers is
heightened.

- Initiate structure and

routine, so the students
understand the process of
each activity/lesson and
they have an end goal.
- Model the behaviour you
want them to perform.
(Autism Spectrum
Australia, 2015)

- Ensure the classroom is a

sensory friendly
environment, (e.g. no loud
noises and bright lights).
- Limit distractions in
working space or create a
distraction free working
zone. (Autism Spectrum
Australia, 2015)

- Express one idea at a

time in order for them to
process the information
and complete the
instruction. Use visuals as
well. (Autism Spectrum
Australia, 2015)

Sensory processing

Information processing
& Learning styles

Kristy Sly - S00154141

Name: Tiana

Date Commenced: Term 1

EDFD221
Creating Inclusive Safe and Supportive Schools
Date for Review: Term 2 (with PSGs
when necessary.)

Team Participants:
- Current & Previous Classroom Teacher (Grade 2/3/4) - Student Well-being Leader (Leadership Team Representative)
- Principal - Therapist
- Tianas Parents - AMAZE (Autism Victoria) Representative
Focus area linked to curriculum

Specific learning outcome/Goal

Intervention plan, curriculum

adaptations, teaching strategies,
resources, personnel/Strategies

Discipline Based Learning

(English)
Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations (ACELY1676)
(Victorian Curriculum and
Assessment Authority, 2015)

When working in a small groups,

Tiana will first listen to her group

members information and ideas
before contributing her own
thoughts and ideas. This will take
place in the group time scheduled
3 times a week, and her group
members will provide feedback as
to whether the requirement was
met. The teacher will also observe
the group and the listening skills of
Tiana. At the end of the week,
Tiana must have had at least one
successful group discussion. By the
end of 2 months, Tiana will

effectively listen and contribute to

her group discussion consistently
over the given time frame.

Interdisciplinary Learning
(Communication)
They learn about appropriate
body language when reacting to a

Tiana will identify the specific

gesture of come and sit on the
floor (Bringing two hands toward
your chest) and carry out the

Monitoring and evaluation

strategies/Evaluation

The teacher will assign the

groups, ensuring that Tiana is
placed into a different group
with different students each
week.
The students feedback will be
based upon the number of times
Tiana interrupted each student
and will be recorded in the
teachers diary each day.
The teachers observations will
also be kept in the diary and
reviewed and compared at the
end of the week.
At the end of the two-month
time frame, the recordings will
be aligned to ensure that
improvements have been made
consistently.

The teacher will be in a position

where Tiana can clearly see
them when the gesture is being
performed.

Tianas interruptions will be recorded

via a table within the teachers diary,
showing the number of interruptions.
(See appendix 1).
A discussion will be had with Tiana at
the end of each week and documented
in her communication book, which is
sent home daily with Tiana.
At the end of the 2 months, a PSG
(Program support group) will be held
to discuss Tianas challenges and
progression.

At the end of each day, the teacher will

use her final gesture to the students as
a reinforcement tool for Tiana. If Tiana
does not respond to this gesture, the

Kristy Sly - S00154141

speaker and use feedback from
peers and the teacher on their
own body language to improve
their reactions. (Victorian
Curriculum and Assessment
Authority, 2015)

Physical, Personal and Social

Learning (Interpersonal
Development)
They are supported to develop
relationships based on respect and
the valuing of individual
differences; for example, speaking
respectfully about others, listening
and responding appropriately and
encouraging others
contributions. (Victorian
Curriculum and Assessment
Authority, 2015)

required response within 2
minutes. By the end of the day,
Tiana will have met 75% of this
requirement and this will be
measured by a tally on the
whiteboard. By the end of the
month, Tiana will understand the
gesture presented as well as
execute the required response
95% of the time.

Tiana will accept an invitation

from a specific student in her

classroom to play with them at
lunchtime. She will need to
participate in the activity that her
classmate wants to take part in. A
debrief will be had with Tiana, the
student and the teacher after class
to establish whether or not

respectful behaviour was

witnessed. This will be measured
by the number of times Tiana stays
playing the game with the student
rather than walking off and doing
her own thing. A reward chart will
be put in place. When Tiana
receives 5 stamps on her chart, she

EDFD221



Creating Inclusive Safe and Supportive Schools
teacher will prompt her by saying,
The teacher will keep watch of
Please come to the floor, Tiana while
the time ensuring that Tiana is
gesturing for the second time. The
on the floor within two minutes.
purpose of this is to allow Tiana to go
A discrete tally will be kept on
home and think about the meaning of
the side of the whiteboard with
the gesture.
magnets. Tiana can look at, and
At the end of the day, the teacher will
monitor her own progress
record the tally from the board into
throughout the day.
their diary and remove the magnets
for the coming day. (See Appendix 2).
At the end of the month, the teacher
will ask Tiana to perform and explain
the gesture to the class to ensure her
understanding is sufficient.
At the end of the month, a PSG
(Program support group) will be held
to discuss Tianas challenges and
progression.
The teacher will form a roster
The teacher on yard duty will provide
that will include each student.
observations and feedback to Tianas
Every lunchtime, the teacher will
teacher.
brief a specific student
Notes will be recorded after each
(according to the roster) of their
lunchtime and presented and
roles and responsibilities. They
reviewed in the PSG.
will also brief Tiana before she is At the end of the term, a PSG (Program
invited to play with her peers.
support group) will be held to discuss
A debrief will be conducted after
Tianas challenges and progression.
each lunchtime, and consist of
See Appendix 3 for reward chart.
the student, Tiana and the
teacher.
Tiana and the students thoughts
and feelings of the lunchtime
game will be discussed in this
debrief.
The teacher will place a stamp

Kristy Sly - S00154141

is granted 10 minutes free time on
the computer. At the end of the
term, Tiana will have built friendly
relationships that demonstrate
value and respect from both the
students and herself.

EDFD221



Creating Inclusive Safe and Supportive Schools
on Tianas reward chart if they
are satisfied that Tiana actively
participated throughout the
lunchtime.

Through the use of the ILP and Planning Matrix, a positive impact will be made on Tianas school like. We see greater inclusion and involvement with Tianna
and her peers.