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The A-Z of IFSPs, IEPs and SSPs!: Positive Planning for Inclusion

11

Kathy Cologon and Dinah Cocksedge

CHAPTER OVERVIEW

Ensuring all children can flourish in early years settings requires careful consideration of planning processes and approaches. Individualised Family Service Plans (IFSPs), Individualised Education Plans (IEPs) and Service Support Plans (SSPs) are intended to support the implementation of inclusive practices. These documents and processes will be discussed in this chapter.

Learning goals for this chapter include:

› Developing an understanding of the IFSP and IEP process;

› Reflecting on the importance of a family-centred approach to planning;

› Considering the role of early years professionals in preparing for the IFSP/IEP process;

› Understanding the importance of assessment for inclusion;

› Recognising the importance of a strengths-based approach;

› Engaging in IFSP and IEP planning.

KEY TERMS AND CONCEPTS

assessment for learning

Individual Family Service Plan (IFSP)

Individualised Education Plan (IEP)

Service Support Plan (SSP)

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2 1 1C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Individualised planning documents are referred to by various terms in

different countries and in different states in Australia. As well as IFSPs and

IEPs, they are referred to as ‘Family Support Plans’, ‘Inclusive Support Plans’,

‘Individual Learning Plans’, ‘Education Support Plans’, ‘Negotiated Curriculum

Plans’, ‘Negotiated Education Plans’, ‘Educational Adjustment Programs’,

‘Learning Plans’ and ‘Personalised Intervention Programmes’, for example

(Allen, Smith, Test, Flowers, & Wood, 2001; Mitchell, Morton & Hornby, 2010;

Vakil, Freeman & Swim, 2003). Under all of these names, they are intended to

involve a collaborative process and documentation of goals and strategies that

Introduction Ensuring all children can fl ourish in early years settings requires careful

consideration of planning processes and approaches. Individualised Family

Service Plans (IFSPs) , Individualised Education Plans (IEPs) and Service

Support Plans (SSPs) are documents and processes intended to support the

development and implementation of inclusive practices that consider the

individual child and setting. In some places (for example in the USA) these

documents are legal documents.

Careful, refl ective and collaborative planning is important in ensuring that

early years professionals and families are working together and taking seriously

the education of every child. However, there are tensions in undertaking explicit

planning processes as there is a danger that the focus will become on the label

or ‘difference’, rather than on inclusion of all children together. Awareness of

this tension—and a focus on taking an inclusive, strengths-based approach—is

an important starting point when engaging with essential planning processes.

Service Support Plan (SSP): A planning process and document centred on staff goals and needs, with a view to enhancing staff capacity to support inclusion.

Individualised Education Plan (IEP): A planning process and document focused on supporting a child’s education inclusion.

Individual Family Service Plan (IFSP): A planning process and document centred on mobilising resources to support children and families. IFSP outcomes are focused on the child and family.

FIGURE 11.1 THE A-Z OF ROAD SIGNS

Artwork by Cameron

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2 1 2 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

are then used to inform the planning of educational experiences. In this chapter

the terms IFSP and IEP are used as they are the most widely known. SSPs are

also briefl y explained in this chapter.

These planning processes are predominantly used in relation to children

who experience disability. However the fundamental basis of these processes is

relevant to all children and families.

In this chapter we will provide sample formats for IFSPs and IEPs. However,

many education settings and services have a format of their own (which often

refl ect variations based on location, including the name) and likewise you may

wish to develop your own format. The format is not the important factor, rather

the process and the content is key. These processes and documents need to

be helpful, but not constraining, and need to be based on a social model (see

Chapter 2), strengths-based approach. If the process is undertaken from a defi cit-

based, medical model approach (see Chapter 2) then it can be detrimental rather

than benefi cial to the child, the family and to the process of inclusion. This is a

serious concern as these planning processes have commonly been approached

from a medical model perspective in the past (and, unfortunately, often still

are). In this chapter we will work through the process from a strengths-based,

social model perspective.

Service Support Plans An SSP is a document developed as part of the Inclusion Support Program

in Australia ( www.cscentral.org.au/Resources/Inclusion_Support_Subsidy_

Guidelines.pdf ). The SSP is intended to support childcare centres in identifying

and addressing barriers to inclusion (KU Children’s Services, 2009). For example,

an outcome of an SSP might be to hold training in Key Word Sign for all centre

staff. Like IFSPs and IEPs, the SSP involves ongoing engagement in refl ective

practice. The SSP process involves identifying needs, goals and resources to

inform the development of an action plan. Ongoing evaluation is key to the SSP

process (KU Children’s Services, 2009). The SSP is developed with an Inclusion

Support Facilitator, who supports the setting step-by-step through the process

(KU Children’s Services, 2009). At this time it is not yet clear what changes may

occur to this process as the National Disability Insurance Scheme unfolds in

Australia.

IFSPs and IEPs There is limited research on the outcomes of using IFSPs and IEPs. However, they

are used across many countries (Mitchell et al., 2010; Shaddock, MacDonald,

Hook, Giorcelli & Arthur-Kelly, 2009). Greater emphasis has been placed in

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2 1 3C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

the literature on IEPs than IFSPs. However, it has been recognised for some time

that there are many lessons that can be learnt for IFSPs through considering

the IEP process (Gallagher & Desimone, 1995). The IFSP process also informs the

IEP process.

Research in the USA has found that most teachers perceive IEPs to be useful

tools for planning and practice (Lee-Tarver, 2006), and that education for

teachers on writing goals and objectives is effective (Pretti-Frontczak & Bricker,

2000). However, it has also been found that teachers would like more support

in developing their knowledge and confi dence (Lee-Tarver, 2006) and that more

education is needed to enable teachers to be effective in the process (Rosas,

Winterman, Kroeger & Jones, 2009). This chapter provides a starting point for

supporting early years professionals in developing this knowledge.

IEPs have been criticised for being used to serve too many purposes

simultaneously (Shaddock et al., 2009), and for the lack of clarity regarding

their purpose (Mitchell et al., 2010). Key criticisms of IEPs include over-

emphasis on behaviourist principles and assumed majority cultural values and

practice, the lack of evidence supporting their effi cacy, and the isolation of the

individual (which can be counter to inclusion) where in fact ‘school action

plans’ and group strategies for differentiating teaching may be more effective

(Mitchell et al., 2010).

Another very concerning criticism of IEPs, as mentioned above, is the

tendency for the process to be underpinned by a medical model approach,

with an emphasis on ‘fi xing’ or ‘curing’ defi cit (Mitchell et al., 2010). However,

when these criticisms are addressed, IEPs can be a useful tool for planning and

developing curriculum and practice, and for evaluation (Mitchell et al., 2010).

Criticisms of the IEP process can often be applied to the IFSP process.

Fundamental to positive engagement with the IFSP and IEP process is taking a

social model approach and emphasising child and family strengths and ways in

which early years professionals can provide further support and reduce barriers

to inclusion.

In an extensive review of the research literature, Mitchell et al (2010)

provided recommendations for positive implementation of the IEP process,

including

› Ensuring the process is as effi cient as possible to reduce the time strain on teachers and families;

› Carefully considering scheduling to ensure all team members (particularly family) can attend;

› Providing release time for early years professionals to attend meetings and to prepare for the process;

› Facilitating active family involvement;

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› Wherever possible, involving children in developing their IEPs (this requires careful consideration of preparing children. Older children may lead the IEP

process);

› Ensuring that all people involved, particularly children, are given the opportunity to understand the process, and the goals and strategies

developed;

› Implementing culturally appropriate approaches.

Taking a family-centred approach to planning When approaching the IFSP and IEP process, focus is often placed on the

document itself. The document provides a record and is useful for revisiting

and for informing planning. However, the process of engaging with families

and developing goals and strategies—and then implementing these—is more

important than the document itself. One benefi t of both the process and the

document is that it creates an opportunity for the range of professionals involved

in the life of a child and family to come together and develop agreed goals and

strategies, thus reducing or removing the confl icting advice that families often

receive. However, this only occurs if the process is conducted in a genuinely

collaborative manner with mutually agreed and understood goals across the

team (Stroggilos & Xanthacou, 2006). Trust and honesty are essential qualities

in planning collaboratively.

FIGURE 11.2 ‘GIVE WAY’—WORKING TOGETHER

Artwork by Cameron

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2 1 5C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Essential to the IFSP and IEP process is taking a family-centred approach

(see Chapter 9). However, there are a number of barriers that can reduce or

prevent family participation. Hornby and Lafaele (2011), identifi ed key barriers,

including:

› Family beliefs about their involvement (which differ based on context, experience and culture—see Chapter 6);

› Whether families feel welcome within the setting and perceive the invitation to participate as genuine (for example, whether family input is actively

valued and refl ected in the process, or whether jargon that families are not

familiar with is used, thus positioning the families as ‘non-expert’);

› The current family context (families face many barriers to the practical process of participation, particularly if the process is not structured fl exibly

to meet family needs, for example if the meetings are at times when families

cannot attend);

› Class, ethnicity and gender (education processes often privilege the dominant values and culture of the context and families from any minority group may

be, or feel, excluded);

› The feedback that the child and parents (or other caregivers) are receiving regarding how the child is going within the setting (families may be more

willing to participate around positive than negative messages);

› Whether families and early years professionals have shared, or common, goals (goals often differ and this can discourage parent involvement);

› Attitudes of those involved (defi cit teacher attitudes are a major barrier. Additionally, an understanding of education as schooling places the teacher

as the key driver of education, whereas a broader understanding of education,

of which schooling is only one part, recognises the key role of families in

education. The same concerns apply in regard to the attitudes of all other

professionals involved);

› A mismatch between the language used and the reality of the process (for example, when words like partnership are used, but in reality the process

emphasises the power of some over others, or the notion of ‘parents and

professionals’ implying that parents are non-experts);

› Traditional understandings of the role of families that linger in the views of families, teachers and the policies and systemic structures of education

settings, including a lack of funding support to facilitate family involvement.

It is essential to listen genuinely to and respect the views and wishes of families,

at the same time as recognising the knowledge that early years professionals

also bring to the planning process (and not placing the burden of planning

onto families). Sometimes this creates a tension and addressing this requires

engagement in an ongoing cycle of open and critical refl ection and action.

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2 1 6 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

Preparing for an IFSP and IEP The IFSP/IEP process brings together a range of people involved in a child and

family’s lives to develop agreed goals and strategies and to develop or access

resources as appropriate to work towards these goals (Treloar, 1997). Through

this process, a document is also developed. This document integrates a range of

relevant information from all involved and provides a record of the agreed goals

and strategies, based on family priorities, which is then revisited in planning

and implementing support (Treloar, 1997).

In preparing for an IFSP/IEP, it is essential to provide families with

information about the process before holding a meeting. Families need to know

what to expect, including:

› Who will be there (and that this is a family choice);

› What role each person (including the family members) will play (including who will run the meeting and who will take notes);

› How long the meeting is likely to last and things the family might like to think about ahead of time (for example, planning questions).

The family also needs to know when they can expect to receive the document,

based on the meeting, for review.

IFSPs/IEPs are about supporting children and families and can be used

as a way to facilitate greater inclusion through informing inclusive planning.

However, as Bridle and Mann (2000, p.13) expressed, there is a risk of ‘the

unwitting message which we send to our children; that we value them for their

“progress” rather than for themselves’. This emphasises the importance of taking

a holistic approach to assessment and planning, and includes reassurance that

this process is about supporting the child’s inclusion and development, not

about changing the child.

1. Reflecting on the importance of family involvement, consider what it might be like to be faced with a large group of professionals in a planning meeting for your child. How might you feel? What are the implications for planning processes?

2. Early years professionals have a significant role to play in working with families. Reflecting on the family perspectives explored in Chapters 5 and 6, consider how you might address the potential tensions between respecting families’ views and priorities and contributing to the process in the role of early years professional.

CRITICAL REFLECTION

QUESTIONS

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When preparing families, it is important to consider questions that family

members may wish to think about. What questions will be appropriate vary

widely and need to be based on knowledge of the child, family and setting.

However, some planning questions that may be helpful as a starting point to

build on include:

› What are your hopes and dreams for your child?

› What does your child enjoy doing at present?

› What is your child doing now that you are really pleased with?

› Do you have any issues or concerns that you would like to discuss?

› Are there any specifi c strategies or services that have been particularly helpful up to now?

› What would you like to work towards with your child in the next 6–12 months?

› What support or information would be helpful to you at this time?

› When do we need to meet again?

Sometimes starting with broad questions regarding family hopes and dreams

for their child, or even what their current goals are can be overwhelming (Bridle,

2005; Bernheimer & Weisner, 2007). Another starting point can be to ask the

family to tell you about a day in the life of their family (Bernheimer & Weisner,

2007) or about something that has been working well. Starting with something

positive is an important reminder of remaining focused on strengths as a way to

build ongoing strategies to support challenges.

Remembering the importance of family involvement, as discussed above, it

is critical to consider the family’s point of view about the time and location of

the meetings. For example, making sure that meetings are arranged for a time

and location that the family can attend is vital, as is providing an interpreter,

childcare (where a child is not participating in the meeting, or for siblings) or

other support for the family where appropriate.

Early years professionals also need to prepare themselves. This includes

gathering information such as observations of the child and the setting,

preparing a developmental summary and developing ideas for adaptations in

the setting to facilitate greater inclusion. It is their role to translate family and

child goals into the social as well as temporal life of the classroom, advocating

for inclusive practices in the knowledge that these will ultimately best serve

everyone involved. For external professionals, the focus may be more on the

child and family than the setting. Teachers can assist these professionals in

implementing strategies inclusively within the early years setting.

Maintaining confi dentiality is an important responsibility of all involved.

When requesting information from families, it is also important to consider

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what information is actually needed and why. Information should only be

requested that is essential to the planning process. If families do not wish to

share information, this needs to be respected. Through building respectful

relationships the basis for open information sharing is created.

Assessment for inclusion Considerable emphasis is placed on the assessment of children at younger and

younger ages. Early years professionals need to be highly skilled at conducting

assessment, as it is important in supporting the participation and inclusion

of all children (Watkins & D’Alessio, 2009). Assessment forms an important

component of the IFSP/IEP process. However, it is essential to consider carefully

the purposes of assessment.

Broadfoot (2007) has developed 10 key principles, in which assessment for

learning:

1 Forms part of effective planning;

2 Emphasises how a child learns;

3 Is central to education practice;

4 Is a key skill of education professionals;

5 Is responsive (sensitive and constructive);

6 Fosters motivation;

7 Promotes understanding;

8 Assists with learning;

9 Supports the capacity for self-assessment; and

10 Recognises all education achievements.

Assessment sends strong messages to children, families and early years

professionals. Assessment infl uences our concepts of each other and ourselves

as learners. This can impact on what children feel they are capable of. It can

also infl uence planning and education practice. It is important to engage in

inclusive approaches to assessment that are contextually based, involve children

and families as active participants, and that are sensitive to diversity (DEEWR,

2009). From a parent perspective, Bridle and Mann (2000, p.16) write that

[T]here is a need for all people who are working with a child to see that

child as a whole individual and not a sum of defi cits. Don’t just tell me

that my child can only manage a small number of jumps unassisted on the

trampoline—tell me of the joy on his face as he tries … Do not only tell me

about the ‘problems’ but show me, if you can, how much you appreciate my

child as he is.

assessment for learning: As outlined in the EYLF, this is ‘the process of gathering and analysing information as evidence about what children know, can do and understand. (DEEWR, 2009, p.17).

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2 1 9C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

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Taking a positive, strengths-based approach is essential. As noted above,

family participation is at risk when a negative approach is taken. Additionally,

defi cit-based assessment provides little information to support early years

professionals in including children. This does not mean that concerns should

not be raised. However, it is essential to emphasise strengths and consider

carefully how to approach concerns and support from a strengths-based

perspective. Bridle and Mann (2000, p.12) shared that in their experience, early

years professionals would sometimes ‘notice small steps that perhaps I was too

close to see’. Sharing such observations can be affi rming for families and can

indicate that the professional knows and values the child. This creates a strong

basis from which to develop a collaborative relationship and address concerns

as they arise.

Consider the following two assessment reports of the same child from Benner

and Grim (2013, p.95):

1 Seth is a 4-year-old with a severe expressive communication disorder. He is unable to speak in complete sentences, or even put together two-word phrases. His expressive vocabulary consists of fewer than ten words that can be understood consistently. Essentially, he has no effective means of expressive communication other than idiosyncratic sounds and gestures. Developmentally, his expressive communication skills are at the 12- to 15-month level.

2 Seth has a speaking vocabulary of seven words. He uses sounds and gestures to communicate and becomes frustrated when his attempts at communication are not understood. As a 4-year-old, Seth needs to have a functional means of communication that can be used at home or in his preschool setting. He can consistently point to objects and pictures of some objects when their names are called. This skill can be used to establish an alternative means of expressive communication for Seth.

1. What does the first description of Seth tell you? 2. What does the second description of Seth tell you? 3. To help you think about the difference between these two approaches, make

a list for yourself of ten things that you cannot do. Then make a list of ten things that you can do, which could be used as a base from which to build new skills. For example: I can’t scuba dive/I can swim.

4. What information would be helpful for planning to include Seth?

CRITICAL REFLECTION

QUESTIONS

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CASE STUDY 11.1

Meet Zoe Zoe is four and a half She has been attending a childcare centre for two days a week for the past two years. She transitioned between rooms at the centre midway through last year. Focusing on favourite activities like painting and bouncing on the trampoline helped her to ease her way into the new and busier, noisier environment. Zoe uses some Key Word Signs. Her vocabulary is growing and she is keen to use spoken words. An important part of Zoe’s day has revolved around her own sleeping and eating routine but it is now becoming possible to merge this routine with the room’s routine, enabling Zoe to participate as much as she chooses in all our activities and develop stronger relationships with her peers. Zoe has Down syndrome.

Table 11.1 below, contains a developmental summary for Zoe. Read the summary and consider: › What is the approach? › What have you learnt about Zoe and about her teachers? › Write down a list of Zoe’s strengths. Building on these strengths, what goals

might you suggest working towards with Zoe?

CRITICAL REFLECTION

QUESTION

Zoe has been up in the 3–5 room for the last half of 2013. She has settled in and

adjusted to the increased hurly-burly of the big room, the adults and the children.

Children have a strong sense of identity.

Zoe has a very clear idea of what she wants to do and where she wants to go. She

also has curiosity about everything around her and responds warmly and thoughtfully

in her social interactions, demonstrating real pleasure in greeting familiar adults.

Children are connected with and contribute to their world.

As Zoe becomes more and more engaged with her peers, she is revealing to us the

things that really interest her, like play in home corner. When she is busy with something,

her attention is very focused and she is deeply engaged. Zoe has just started to be

really keen to join us for group times.

Children have a strong sense of wellbeing.

Zoe now feels settled and confi dent in the big room and is starting to go beyond her

familiar and comfortable things like painting and the trampoline. She enjoys mealtimes

with the other children and eating with them is very motivating.

TABLE 11.1 SAMPLE DEVELOPMENTAL SUMMARY

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2 2 1C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Children are confident and involved learners.

As children often do in new environments, Zoe started off by watching everything,

carefully observing. Now she is starting to step in and participate: she watched a peer

build a tower of blocks and when Zoe started to build her own tower, the two girls

chatted together as they worked.

Children are effective communicators.

Zoe is using more and more words and it is important that we make sure we keep

ahead, extending and building her vocabulary, expecting more and drawing other

children into the conversation. Zoe is a keen communicator, always responsive but also

initiating interaction as well as getting her needs met, coming to get one of the adults

by the hand when she needs help.

Possibilities

Supporting independence—offering challenges: inviting her to activities that she has

not yet attempted.

Meals—think about the timing of Zoe’s day so that she can share mealtimes with

her peers. Work gradually to support Zoe eating independently. Fitting our routines

together generally.

Build specifi c activities (e.g. vocabulary building, gross and/or fi ne motor exercises) into

the program, developing small group activities.

Setting goals and developing strategies Goals for IFSPs/IEPs need to be drawn from child and family priorities, need

to be useful for the family and child, and need to be achievable. Goals also

need to be written in clear, easy to understand language. When setting goals it

is important to carefully consider who can/will support the family, child and

setting in working towards the goals.

Locke and colleagues have developed goal-setting theory over a number of

decades (see Locke & Latham, 2002). Putting goal-setting theory into action, a

commonly used framework is that of SMART goals, in which goals are intended

to be s pecifi c, m easurable, a chievable/attainable, r elevant and realistic, and

t ime-based. The SMART goals framework is generally attributed to Doran (1981),

who wrote about developing SMART goals for management. This framework is

also used when developing IFSP and IEP goals.

SETTING GOALS IN PRACTICE It is important to consider goal-setting carefully. Vague or very broad goals can

result in a lack of clear, shared understanding between those involved. Consider

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2 2 2 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

As identifi ed some time back now by Dunst and colleagues, the phrase ‘in

order to’ can be helpful in working towards a broad goal in more specifi c ways

(Deal, Dunst & Trivette, 1989). So, when working towards the broad goal for Ally

to be more included within the education setting, fi rst it is important to identify

what barriers are limiting or preventing Ally’s inclusion currently. For example,

while Ally is very much included in literacy experiences and enjoys listening

and responding to stories through retelling and art-making, Ally’s inclusion is

currently limited in literacy learning experiences focused on developing print

literacy, as Braille is required but not provided. Therefore, one specifi c goal

that would work towards the broad goal of greater inclusion could involve the

recognition that Braille and other tactile materials need to be provided for Ally

in order to achieve inclusion within print literacy activities. For example, a goal

could be:

Building on Ally’s interests in books and sharing stories, Braille and tactile

materials will be added to storybooks within the classroom. Tactile materials

will also be provided for writing experiences to enhance the opportunity for

Ally and her peers to create and share stories.

the case study of Ally below. The goal ‘to increase Ally’s inclusion within the

setting’ is an important goal, but in order to work towards this goal, the goal

needs to be far more specifi c so that it is clear and understood by all and specifi c

strategies can be put in place.

CASE STUDY 11.2

Sharing stories Ally is five years old and has recently started Foundation Year at Roseberry Primary. Ally frequently engages in imaginative play with peers, developing creative stories by retelling stories and everyday experiences. Following orientation, Ally is growing in confidence in moving independently around the setting and is keen to be involved with all activities alongside peers. Ally enjoys music, art-making, particularly with play-dough, clay or collage; she also enjoys outdoor play, particularly active games that involve counting sets of jumps, claps, steps and hops. Increasingly, Ally will ask for help when needed, for example when moving into an unfamiliar part of the environment. For example, Ally will ask a teacher to act as a guide to assist with orientation to the environment. Ally’s peers have also started to offer to act as guides and enjoy describing visual materials and activities to Ally as they are aware that Ally has very low vision. Ally also describes tactile materials and together the children are developing a richer vocabulary due to their greater awareness of touch, sound and visual inputs. Ally enjoys listening to stories and will often create artworks that explore the descriptions of characters and experiences within books.

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2 2 3C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Initially, in working towards this goal, it would be helpful to identify a

number of books or activities per given timeframe in order to increase inclusive

practice over time. Another example would be to set a goal around creating

consistency of the layout within the environment so that, once oriented, Ally

can move around independently alongside peers. A range of strategies would

accompany this goal. For example:

The teacher will work with the children to make a map of the classroom

layout. The map will then be embossed using pen on a thin sheet of plastic to

make a tactile version.

All members of the class will work to keep the layout the same in order to

support Ally in independently navigating the classroom environment.

When changes are made to the classroom layout the map will be amended

and Ally and her peers will move around the classroom together to re-orient

themselves.

CONSIDERATIONS FOR ACHIEVING GOALS Motivation has been identifi ed as a key factor in setting and achieving goals

(Locke & Latham, 2002). Goal commitment and goal importance or relevance

are both important (Locke & Latham, 2002). When developing IFSP and IEP

goals, it is therefore important to consider the relevance of and motivation for

the goals, for all involved.

As discussed above, family-centred practice is essential to quality early

years education. In the context of developing IFSP and IEP goals, families play

a key role. This does not mean that families are left with the responsibility for

setting goals, but rather that families need to be invited and supported to give

as much input as they desire and that goals should be consistent with family

priorities and expectations. It is important to ask, is this important and relevant

to the child and the family? For IEP goals in particular, as they are child-focused

and generally specifi c to the education setting, it is important to consider the

relevance to the setting.

Self-effi cacy, which is essential for agency, has been identifi ed as another

important moderator for setting and achieving goals (Locke & Latham, 2002).

Recognising the importance of self-effi cacy does not mean only setting goals

that fall within what we feel confi dent and comfortable in doing (otherwise,

we not only risk the child’s development, but we also would never progress in

our own development). Rather, building on and scaffolding the development of

self-effi cacy on the part of the child, family and early years professionals is an

important part of setting and achieving goals. Take the example of adding Braille

to print literacy materials in an early years setting, explored in the continuation

of Ally’s story below.

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2 2 4 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

CASE STUDY 11.3

Sharing stories

(Case study 11.2 continued)

Ally is very keen to share her knowledge of expressing ideas through tactile materials, touch and sound. Ally is being introduced to Braille in order to develop Braille reading proficiency over time. The incorporation of tactile materials and Braille within print-literacy experiences will support Ally in learning Braille and in further developing her sense of self-efficacy in regard to literacy. These adaptations will also facilitate Ally’s inclusion within and beyond literacy experiences.

Ally’s family are developing their familiarity with and knowledge of how to incorporate tactile materials and Braille to support Ally’s learning and participation. Working together with early years professionals can support Ally’s family in gaining confidence in supporting Ally’s literacy development. Ally’s family have many ideas to share for incorporating tactile materials into everyday experiences. They also have many questions regarding how Ally is being supported in the setting.

The educators are not familiar with Braille, but are open to learning. They had not previously realised the strengths they have in providing tactile experiences to support literacy learning, but upon reflection have realised how naturally and easily tactile materials can be incorporated not only into literacy experiences, but across the experiences within the setting. Through the opportunity to reflect on the use of tactile materials and the support provided to incorporate Braille materials, the educators are developing confidence in how to include Ally more effectively within the setting, including within literacy experiences. The educators are also becoming more flexible and creative in their pedagogical approach and are realising the benefits to Ally, and Ally’s peers, of taking a multi-modal approach.

Ally and peers enjoy adding tactile materials to experiences within the setting. They are excited to be learning about Braille and interested in coming to understand what Braille is and how it works. They are developing confidence and a sense of self-efficacy about their capacity to communicate in multiple ways and to value multiple forms of communication, thus expanding their literacy learning.

There are a number of external early years professionals involved in supporting Ally’s inclusion. These professionals are familiar with making adaptations to materials to incorporate tactile experiences. They also have expertise in teaching and using Braille. However, these professionals are learning all the time, as they get to know the people involved and the setting. As the family share their knowledge of Ally and the educators share their knowledge of engaging early years experiences, these professionals further develop their knowledge and self-efficacy in supporting inclusion in quality early years education.

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2 2 5C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Feedback is essential to effective goal setting (Locke & Latham, 2002).

A continuous cycle of refl ection and action (evaluation) is required to recognise,

document and respond to feedback. It is also critical to set regular times to

review IFSP/IEP goals, strategies and outcomes.

A willingness to commit to new challenges is key to goal motivation (Locke &

Latham, 2002). In turn, success with achieving goals and positive feedback

leads to greater willingness to commit to new challenges (Locke & Latham,

2002). Thus a cycle is created that, over time, increases the challenge to which

a person is open. This creates space for ongoing professional development and

growth in confi dence in early years professionals.

STRATEGIES Strategies need to be fl exible and those involved in the IFSP/IEP process need

to be prepared to modify or change the strategies as needed in order to achieve

the goals. In order to be successful, strategies need to build on strengths.

Achieving goals requires willingness to commit to new challenges, effort,

persistence and the development of appropriate strategies to achieve the goals that

have been set (Locke & Latham, 2002). However, careful consideration of both goals

and strategies is required. Noting that ‘excessive scrutiny of a child’s development

creates a misleading impression of that child’s performance [and] can also lead

to very inappropriate intervention’ (Bridle & Mann, 2000, p.16). Bridle & Mann

(2000) provide the following example of the implementation of strategies aimed

at encouraging Sean to make eye contact and greet his peers with sign and voice:

As time went on it seemed that Sean was actually making less and less effort

at greeting people and actively avoided doing so. The worker made greater

and greater efforts to engage Sean and eventually was chasing him around the

playground, even poking him to get his attention. Her own facial expression

and voice were greatly exaggerated and Sean was not at all engaged in the

greeting task but very engaged in the avoidance-pursuit game he thought they

were playing. The worker’s focus on getting him to greet her, had actually led

him away from greeting the other children at the centre who were surely the

more appropriate focus of this skill development (p.16).

Consequently, Sean’s Mum observed the wider group, noticing that:

[M]any children were highly inconsistent in greeting adults and other

children. Some days they would rush up to their teachers and friends and

other days they would scarcely acknowledge anyone for a considerable length

of time. These children were not however subject to any of the pressure

exerted on Sean. Excessive pressure is likely to be counter-productive …

Even if the child with disability does learn a ‘skill’ which is taught in this

way, it does not help them to generalize that skill to relating to their peers

(Bridle & Mann, 2000, p.16)

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2 2 6 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

FIGURE 11.3 ‘HELLO’

Photo: Dinah Cocksedge

The IFSP document One common concern raised by families is that what is promised in an IFSP/

IEP meeting doesn’t actually occur. A key consideration for avoiding this issue

is to ensure that there is agreement not only on goals and strategies, but on

who will do what , when . It is essential to make sure that everyone involved

does do what they say they will do. This involves implementing the agreed

actions, documenting the progress of these actions and maintaining regular

communication with families (Treloar, 1997). It is important to remember that

this is an ongoing, relationship-based process. Consider the IFSP for David

below.

1. Consider this example of a goal and strategies for Sean. What concerns can you identify with the goal, the strategies and the implementation of the strategies?

2. If you were working towards a goal of encouraging children in their social development, what strategies might you implement to do this in a meaningful and inclusive way? Think about what you would do in setting up the environment and planning experiences for all children in that context, rather than focusing on isolated skill development.

CRITICAL REFLECTION

QUESTIONS

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2 2 7C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

CASE STUDY 11.4

About David David is four and a half. He is a confident, sociable child, with a cheeky sense of humour, great determination, a vivid imagination and the best smile. David started walking when he was two and was initially diagnosed with ataxia. He has recently been diagnosed with cerebral palsy, which affects his movement coordination and fine motor control, and speech articulation. Last year he tackled the physical challenges of moving up to the 3–5 room and its big playground with characteristic resolve. His parents’ primary concern is that he is happy and safe in a familiar environment. They are also keenly aware of the potential impact David’s speech articulation might have on his friendships as his peers become more competent verbally. David attends the centre three days each week and has intensive speech therapy at the centre once a fortnight. We are also using a board with visual cues. David attends physiotherapy sessions and has started playing soccer, which he loves! The team of professionals supporting David and his family includes an Early Childhood Teacher (ECT), Early Intervention Therapist (EIT), Speech Therapist (SpT), Occupational Therapist (OT), Physiotherapist, Paediatrician, and an Inclusion Support Facilitator.

FIGURE 11.4 DAVID AIMING FOR THE TOP!

Photo: Dinah Cocksedge

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2 2 8 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

Individual Family Service Plan

Name: David Date of birth: XX/XX/XX

Date of meeting: March

Location: Centre

Present: David’s mother, Inclusion Support Facilitator, Physiotherapist, ECT, EIT

Apologies: SpT

Issues discussed Action Who When

Update from David’s Mum:

David has made lots of progress in the last three

months and has attended several medical

appointments (see below). David’s parents feel

that David is enjoying social confi dence and is

very happy both at home and at the centre. He

continues to attend Playgym, which he loves, and

his mum commented that she has noticed great

gross motor gains in David’s development in the

last 6 months. She attributes this to a combination

of physiotherapy, Playgym, the centre, David’s

Theratogs suit and all his incidental therapy work

that happens throughout his daily routine.

Occupational Therapy

David has started seeing an OT once a fortnight.

David’s mum has asked the OT for a report to

determine where David is currently at with his fi ne

motor and general OT skills and abilities and also

what direction he is heading in.

David has intention tremor—this makes it hard

for David to handle and manage small items like

puzzle pieces and cutlery. David’s Mum discussed

this with the OT, who has suggested activities with

weighted balls in each hand.

• This OT report will help David’s

parents decide whether or

not David needs to continue

with OT at this time.

Neurologist

David had an appointment with the Neurologist 2

months ago. David still doesn’t have a defi nitive

diagnosis at this date:

• David’s lumbar puncture results fell mostly

within the accepted range and based on the

protein tests, there is no sign of David having a

progressive disorder.

• Next step for David is to have a follow up MRI

scan around August.

• The Inclusion Support

Facilitator will talk to a

Cerebral Palsy Alliance (CPA)

staff member to see if David

would be able to access CPA

services before age 5 years,

regardless of diagnosis.

Inclusion

Support

Facilitator

TABLE 11.2 DAVID’S IFSP

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2 2 9C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Paediatrician

• David saw the Paediatrician 2 months ago and

David’s mum felt really comfortable with him

becoming David’s Paediatrician. He suggested

a gluten-free diet (related to David’s ataxia)

and although David (and his family) tried it

for 6 weeks, his mum noticed no discernable

difference for David.

• David has his next

appointment with the

Paediatrician in 2 months.

Physiotherapist

The PT has provided some suggestions that we can

all use to support David in his mobility—specifi cally

around trunk stability and static (stationary

balance).

• We discussed the possibility of shoe inserts to

help monitor how David’s feet are progressing

as he has pronated arches—this may change

by the age of 6 years but the Physio suggested it

would be wise to start supporting this now.

• Start with ‘off the shelf’ inserts and see how

these go.

• Alternatively, a podiatrist can custom make

inserts and this might be an option for Family

Assistance Funding (FAF).

• The Physio spoke about Hydrotherapy sessions

at the hospital and this will help with David’s

mobility.

• David’s mum mentioned that one specifi c area

she would like to focus on is David’s developing

ability to use cutlery—because of his intention

tremor, it is hard for him to manage cutlery and

this has implications for social interactions at

meal times as it can get very messy—fi nger food

is easier. We discussed ensuring David’s stability

in his chair when at the table for meals. He likes

to sit in a big chair, like his big sisters.

• Investigate Birkenstock

arches on the internet.

• Consider inserts for FAF

funding.

• Hydrotherapy sessions

alternate weeks with speech

therapy.

• Try using a stool for David

to position his feet on when

sitting on a big chair at the

table at home. (The physio

suggested a ‘trip trap chair’.)

• Support David to use cutlery

at mealtimes at the centre.

David’s

mum

EIT

Mum

Physio

Home

Physio

Centre

ASAP

ASAP

Ongoing

Ongoing

Ongoing

Speech Therapist

The SpT was unable to attend today’s meeting

but sent a summary of what she is working on with

David. She has been visiting David at the centre

once per fortnight since February and she has

made 1 home visit. She is working on the Nuffi eld

Program and ‘cued articulation’—these include

visual prompts, signs and exercises that David

practises at home alongside his sisters at homework

time.

• David’s mum commented that seeing this in

action demonstrates how challenging David

fi nds it to make certain sounds with his tongue,

lips and general mouth area.

• The SpT is about to send on a

report re: David’s language

and communication.

• The EIT to email SpT about

strategies around supporting

David in his communications

and interactions.

SpT

EIT SpT

Mum

(Continued )

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2 3 0 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

• The ECT mentioned that it would be great to

have some strategies from these programs

to help plan and program for David as these

strategies can be used with all the centre

children and will support inclusion for David.

• The Physio discussed the question of ‘what

strategies should we be using when we cannot

understand a word/phrase that David is saying?’

• David’s Mum said that David remains very

tolerant around this but it can be hard for him

at the end of the day or when he is tired. Asking

him to repeat, point or show what he wants and

asking one of his sisters helps!

• Mum is going to bring in the

notes she has re: Nuffi eld

speech program and cued

articulation to share with staff

at the centre.

EC Teacher

The ECT reported on how wonderfully well David

has made the transition to the 3–5 room at the

centre.

David is now less dependent on Dinah who came

up to the 3–5 room with David—he is relating well

and referring to the other adults in the room to

interact with and have his needs met.

David has increased his social circle and now plays

comfortably with a broad group of friends and

peers—he enjoys engaging with all aspects of the

daily program.

The ECT added that David sets himself goals to

master e.g. the disc swing in the playground and

this is great exercise to help develop his trunk

stability. He likes spending a lot of his outdoor

playtime on this activity.

Re: toilet training—David’s preference is to use

the 3–5 room toilet with adult support—he rarely

has toileting accidents and works hard to be

independent in dressing/undressing for the toilet.

Inclusion Support Service

The Inclusion Support Facilitator spoke about

the role of inclusion support in supporting staff to

include children in centres. This can include extra

staff to increase the adult:child ratio and the

opportunity to apply for special equipment (via the

equipment pool) recommended by therapists.

She advised obtaining more documentation would

assist their application for inclusion support, which is

due in 3 months.

• Inclusion Support Facilitator

is meeting with ECT and ECT/

Coordinator at centre to

discuss funding reviews in 6

weeks.

TABLE 11.2 DAVID’S IFSP (CONTINUED )

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2 3 1C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

1. What did you observe from David’s IFSP? 2. Was there anything that surprised you? If so, why? 3. How might you draw on this IFSP in planning inclusively within the setting?

CRITICAL REFLECTION

QUESTIONS

Below is an elaborated IFSP format ( Table 11.3 ). Consider the guidelines

provided within.

FAF Funding

The FAF (Family Assistance Funding) funding

application for a Theratogs suit was successful. YAY!

Once David’s Mum is able to complete the

acquittal process by the end of this fi nancial year,

she will be able to apply for another FAF in the next

fi nancial year.

• David will be fi tted with a

new Theratogs suit.

Mum Next week

School Preparation

David will start school in 2013 and is on the waiting

list for a small independent school. David’s parents

will consider their local public school although the

physical terrain to and from the playground would

present challenges for David’s mobility skills.

We plan to start the school transition process from

early next year and approach school(s) in case

any physical modifi cations need to be made to

accommodate David.

• David’s mum is attending the

school information morning

to start considering school

options.

Mum

Centre

Ongoing

Summary of Goals for David

Working on David’s trunk stability—e.g. throwing

balls while on a large gym ball.

Working on David’s static balance—e.g. stop/go

games.

Encouraging production of language sounds.

• Refer to Physio and Speech

Therapy reports.

Home

Centre

Review

• David will be away on a family holiday from

mid-May til mid-June. Happy hols!

• Next meeting planned for early September

(springtime!) at 9.30am at the centre.

• EIT to plan itinerant visits

around these dates.

• EIT to send out reminder

emails in August.

EIT August

(Source: The authors acknowledge Connect Child and Family Services as the developer of the IFSP used in this chapter. Used with permission.)

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2 3 2 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

Individual Family Service Plan

Name: Date of birth:

Date of meeting:

Location: Often the childcare centre/preschool/school that the child attends (so that care is available for the child)

Participants: The parent/s or primary caregivers; other family members. Participants may also include the Family Service Coordinator, ECT, EIT/Special Education Teacher, Therapists (speech pathologist, OT, physiotherapist etc.), Psychologist, Social Worker, Paediatrician, Family Advocate … Families can decide whom they want to participate in an IFSP meeting.

Present:

Apologies: It is important to consider who needs to be at the meeting and what this meeting will feel like from the family’s point of view. It may be possible for some participants to be represented by a colleague or to send in a report so that the number of participants is reduced.

If this is a first meeting ask the

family about their hopes and

dreams for their child.

If you have had an IFSP meeting

before, start by celebrating

the child’s achievements and

successes.

What’s working?

Frame your thinking and

discussion in positive and

achievable ways.

Consider family resources,

priorities, strengths and

concerns.

Goals must be:

• expressed in language

that the family

understands (free from

jargon);

• functional for the child

and family;

• achievable within the

time available.

Review and evaluate goals from

previous IFSP meetings.

Formulate meaningful

goals (not too many) with

strategies, criteria, timelines

and procedures indicated.

Invite contributions/reports/

assessment from each of the

participants.

Indicate the services

that will be involved

with each action.

TABLE 11.3 AN ELABORATED IFSP FORMAT

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2 3 3C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Indicate where

the action will be

implemented (always

aiming for the most

natural environment).

Decide dates to

start an action

and anticipated

duration.

How will these actions be

monitored and evaluated?

Who will be

responsible for the

implementation of

each action?

The elaborated IFSP format can be used to assist you to develop a draft IFSP for Tom using the

blank format in Table 11.4, and Case study 11.5 below .

CASE STUDY 11.5

Developing an IFSP for Tom Tom is five. He has amazing language skills and is a brilliant negotiator. He is already reading and responds very positively to written communication strategies. He has a rich and complex imaginative life. Tom is developing social skills and is being supported to share his space with other children, playing cooperatively, negotiating and turn-taking. He has been diagnosed with autism. He attends the centre for three days and a school-based preschool program for two days. Next year he is starting school. He occasionally needs reminding to go to the toilet and when he gets caught up in his play, can have difficulty following the day’s routine. His family’s goals are that he follows the centre’s routine, eats the centre’s food and remembers to go to the toilet. The team of professionals supporting Tom and his family includes: ECT and EIT.

The IEP document Building on consideration of the IFSP process and document, we will now

consider the IEP document. Review the sample IEP format in Table 11.5 below.

The format can be repeated as many times as required for multiple long- and

short-term goals. However, setting too many goals at any one time may create

unrealistic expectations of all involved.

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2 3 4 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

Individual Education Plan

Child’s name: Date:

Present at the meeting:

Long-term goals:

Agreed short-term goal Learning experiences:

(Implementation

strategies and resources)

Who’s responsible Evaluation and refl ection

Include links to the EYLF/

Curriculum documents

and to long-term goals.

Carefully consider

inclusive strategies and

implementation.

What will be done, where

and when?

Consider who will be

involved, including peers

and family.

How will you know if what

you are doing is working?

What strategies will

you use to review your

learning experiences?

TABLE 11.5 IEP FORMAT

Individual Family Service Plan

Name: Date of birth:

Date of meeting:

Location:

Participants:

Present:

Apologies:

Issues discussed Action Who When

TABLE 11.4 IFSP FORMAT

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2 3 5C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

The case study below explores the IEP process.

FIGURE 11.5 DANGER!

Artwork by Cameron

CASE STUDY 11.6

Danger! Developing an IEP for Adam Adam is five years old. He has a quirky sense of humour and a passion for road and danger signs. Adam’s social skills are developing and he is discovering the pleasures of friendship and sharing his play and interests with others. He is starting school next year and will attend the transition to school program at his school in the second half of the current year. He is visited at the centre by an OT once a week to work on fine motor and task sequencing skills. His parents are keen to promote his social development and have been concerned about his speech. Adam has been diagnosed with autism. The team of professionals supporting Adam and his family includes: ECT, EIT and OT.

I (Dinah) am struggling to know how to extend and thoughtfully make use of Adam’s particular interest in road and danger signs. At the end of some days the rooms are festooned with ‘Danger!’ signs and Adam’s play has apparently revolved entirely around keeping the adults and other children out of places. I know that I should be building on his interests (Kluth & Schwarz, 2008) and I feel it is a failure of imagination on my part that I find it so hard to work with this interest of Adam’s. Why not animals? Or even trains?! Partly this is because it seems like a negative interest: about restrictions, doing wrong (when Adam is in his other role as police officer) and keeping out. During one of the OT’s visits, she has observed how Adam is able to persuade one or another adult to write a ‘Danger!’ sign for him. Our part in this is important to consider and we have food for thought about how we could use just the process

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2 3 6 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

of creating the signs themselves more creatively and positively with him. But it has also made me consider what this interest, and particularly these signs, mean for Adam. What is his intent (Oken-Wright & Gravett, 2002)? Is it about rules? About limits? About boundaries? Is it about security in an emotional as well as a physical sense?

Some staff are concerned about the ‘Danger!’ signs, but once I start to consider where Adam usually places them (the laundry door, the storeroom door, the office door, the boundary fence, or wherever he is playing), I wonder if his signs are any different in meaning or intent from the little ‘This is not a play space’ images that we have on those doors and places? As adults, we cross the boundaries between the children’s ‘play spaces’ and these other spaces many times each day, but the children are asked to remain outside them or only enter these spaces with an adult. They are therefore mostly unknown spaces and perhaps Adam’s signs represent this.

Where could we go from here? I am inspired by Kluth’s ABC of train terminology (Kluth & Kluth, 2010) to attempt to work with Adam’s symbols and extend on them by seeing if I could put together an ABC book using these signs and symbols, as well as finding ways to support Adam socially so that his games could involve rather than exclude other children. The A–Z will include a mix of signs and symbols that I think will mean something to my group and challenge their thinking.

FIGURE 11.6 DANGER SIGN BY ADAM

Photo: Dinah Cocksedge

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2 3 7C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

FIGURE 11.7 MAKING THE SIGN

Photo: Dinah Cocksedge

Individual Education Plan

Child’s Name: Adam Date: October

Present at the meeting: Adam’s mother, ECT, EIT and OT

Long-term goals:

To scaffold Adam’s developing social competence and friendships.

To support Adam’s emergent literacy skills.

Transition to school.

Short-term goal Learning experiences Who’s

responsible

Evaluation and refl ection

Build on Adam’s intense interest

in road and danger signs in order

to specifi cally support his social

connection with his peers.

Each of the EYLF learning

outcomes relate to this goal,

which uses something that is

important to Adam as a bridge

to his peers, both building new

competencies and allowing

him to demonstrate and

communicate his existing skills

and knowledge, enhancing his

sense of self and his role within

the group of his peers.

1. I have created an A–Z

of road and danger signs,

which we can look at

together and discuss in

group time and also in small

groups.

2. Encourage support

workers to creatively scaffold

Adam’s play entry skills

as well as modelling and

supporting responses to

other children’s bids to enter

Adam’s play.

ECT 1. The A–Z has headed in

several directions: Adam

is still thinking about signs;

his peers incorporate

signs into their play. Our

discussions have helped

the children to understand

one another and make

connections between their

different but clearly related

play themes. The children

generally are developing

an understanding of signs as

communicators of meaning.

TABLE 11.6 ADAM’S IEP

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2 3 8 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

3. We are aiming to go on

a sign-fi nding excursion this

fortnight around the town

to see and photograph the

road signs and the danger

signs up at the big building

site. (NB. Wednesday when

Adam is here).

October 12: We walked up

the street spotting familiar

road signs, working out/

decoding unfamiliar ones.

We also stopped to watch

the building site and saw

the big crane (see individual

observations and program

folder).

Increasing Adam’s confi dence in

his own drawing and writing skills

in order to support his emergent

literacy skills. Scaffolding his

persistence at increasingly

complex task sequences using

materials that are motivating for

him.

Supporting Adam’s

communication skills, self-

efficacy and sense of agency.

1. Working with Adam to

help him make his own signs

instead of making them for

him. Breaking the task down,

step-by-step, letter-by-letter,

using the A–Z as a guide so

that Adam can make his

own choices about colour

and layout.

2. Individual pages on

the A–Z printed in dotted

Foundation script and

laminated for tracing and

practice.

3. Getting the children

to sign on for themselves

everyday, supporting

individual children with

dotted Foundation Script so

that they can trace over the

letters.

ECT

OT

ECT

Adam has surprised himself

now that he has the tools to

actualise his idea of what

his signs should look like

using the A–Z as a guide.

Not so many signs, perhaps,

but much more satisfying

because he has made them

and they are just how he

wants them.

October 7: All the children

are keen and remind me

that they need to sign in

(competence/ agency):

some are independently

thinking about their writing,

varying size, becoming

confi dent; others are

developing skill and

becoming aware of the

mysteries of writing.

Helping Adam to make a

successful transition to school.

This is a critical step for all

children and connects

particularly with their sense of

wellbeing and agency, as well

as their sense of identity and

their role within their wider—and

widening—community.

1. Weekly visits and sessions

at Adam’s school in Term 4.

2. Experiment with using an

iPad and explore funding

options for this.

3. Funding may be available

to enable the ECT to visit the

school and talk to Adam’s

new teacher, as well as to be

at school with Adam in the

new year to support his fi rst

days at school.

Family

OT

ECT

February: The funding

did come through and

that enabled me to

attend school with Adam,

observing, supporting and

sharing our experience with

his new teachers, including

simple strategies to help him

when he is getting stuck with

something.

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2 3 9C H A P T E R 1 1 : T H E A – Z O F I F S P s , I E P s A N D S S P s !

Kathy Cologon and Dinah Cocksedge

Conclusion The IFSP and IEP process provides a particularly focused opportunity to refl ect on and evaluate

practice and put it in the context of what is important for this particular child and family. It also allows

participants to benefi t from the distinct expertise of others. In this context early years professionals

also clearly have a responsibility as advocates:

› For the child and our image of the child as competent and capable;

› For the importance and value of play;

› For inclusive practice; and

› For the role of the child’s peers in scaffolding their development.

It is helpful to remind ourselves that we come to these collaborative meetings to share our expertise

but also to listen, because the ultimate—and best—outcomes are the fruit of our combined expertise.

We always set out on this process—and indeed our day-to-day life in the classroom—as well-prepared

as we can be and after that we should be open to serendipity. For example:

A considerable focus of the minutes of an IFSP meeting for Adam (see IEP case study) concerns his

unwillingness to bathe. Everyone present brainstorms imaginative strategies that can be tried to help

him accept and even enjoy having a bath. The minutes of a subsequent meeting share the news that

Adam has a baby brother; and in a meeting after that, the whole issue of bathing is resolved: Adam

loves to have a bath with his brother!

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2 4 0 S E C T I O N 3 : W O R K I N G T O G E T H E R F O R I N C LU S I O N

Research has found that writing an IEP for oneself can be a helpful learning and reflective process for teachers that facilitates the development of effective goal setting and strategy development and enhances understanding of individualised planning (Kamens, 2004). To this end, you are now invited to develop your own IEP (you may wish to use the format in Figure 11.5 ). To make this process effective, you will need to develop genuine goals and strategies and implement them over the coming weeks and months.

To begin, write down a goal that you have for yourself. Consider whether this is a long or short- term goal. Complete the sample IEP format for your goal, following these steps:

1. Develop short-term goals to achieve your longer-term goal (remember the phrase ‘in order to …’ can be helpful);

2. Develop strategies to work towards this goal (include specific consideration of resources that may be needed);

3. Determine the actions that need to be taken to implement these strategies (when, where, what?);

4. Also determine a. Who is responsible; b. How you will know if the strategies are

working. c. When you will review the goals and

strategies.

FOR FURTHER REFLECTION

REFERENCES Allen, S.K., Smith, A.C., Test, D.W., Flowers, C., & Wood

W.M. (2001). The effects of ‘self-directed IEP’ on student participation in IEP meetings. Career Development for Exceptional Individuals, 4 (Fall), 107–120. doi:10.1177/088572880102400202

Benner, S. & Grim, J. (2013). Assessment of young children with special needs: A context-based approach (2nd edn). New York: Routledge.

Bernheimer, L.P. & Weisner, T.S. (2007). ‘Let me just tell you what I do all day …’ The family story at the center of intervention research and practice. Infants & Young Children 20 (3), 192–201. doi:10.1097/01. IYC.0000277751.62819.9b

Bridle, L. (2005). Why does it have to be so hard! A mother’s reflection on the journey of ‘inclusive education’. In C. Newell & T. Parmenter Disability in education: Context, curriculum and culture (pp.1–12). Canberra: Australian College of Educators.

Bridle, L. & Mann, G. (June, 2000). Mixed feelings: A parental perspective on early intervention. Presented at the National Conference of Early Childhood Intervention Australia , Brisbane. www.downsyndromensw.org.au/data/Mixed_ Feelings_by_Bridle__Mann.pdf

Broadfoot, P. (2007). An introduction to assessment. New York: Continuum.

Deal, A.G., Dunst, C.J. & Trivette, C.M. (1989). A flexible approach to developing Individualized Family Support Plans. Infants and Young Children, 1 (4), 32–43. Retrieved from http://journals.lww.com/iycjournal/pages/default. aspx

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia . ACT: DEEWR. Retrieved from www.coag.gov.au/sites/default/ files/early_years_learning_framework.pdf

Doran, G.T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70 (11), 35–6.

Gallagher, J. & Desimone, L. (1995). Lessons learned from implementation of the IEP: Applications to the IFSP. Topics in Early Childhood Special Education, 15 (3), 353–378. doi:10.1177/027112149501500307

Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education. Educational Review, 63 (1), 37–52. doi:10.1080/00131911.2010.488049

Kamens, M.W. (2004). Learning to write IEPs: A personalized, reflective approach for preservice teachers. Intervention in School and Clinic, 40 (2), 76–80. doi:10.1177/ 10534512040400020201

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Kluth, P. & Kluth, V. (2010). A is for ‘All Aboard!’ Baltimore: Paul H. Brookes Publishing Co.

Kluth, P. & Schwarz, P. (2008). ‘Just give him the whale!’ 20 ways to use fascinations, areas of expertise, and strengths to support students with Autism. Baltimore: Paul H. Brookes Publishing Co.

KU Children’s Services. (2009). Introductory guide to the service support plan . Sydney, Australia www.ku.com.au/resources/ other/Introductory%20Guide%20to%20the%20Service%20 Support%20Plan%20August%202009%20for%20website. pdf

Lee-Tarver, A. (2006). Are individualized education plans a good thing? A survey of teachers’ perceptions of the utility of IEPs in regular education settings. Journal of Instructional Psychology, 33 (4), 263–272. Retrieved from www. projectinnovation.biz/journal_of_instructional_psychology

Locke, E.A. & Latham, G.P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57 (9), 705–717. doi:10.1037//0003-066X.57.9.705

Mitchell, D., Morton, M. & Hornby, G. (2010). Review of the literature on individual education plans: Report to the New Zealand Ministry of Education . College of Education, University of Canterbury, Christchurch, New Zealand www.educationcounts.govt.nz/__data/assets/pdf_ file/0012/102216/Literature-Review-Use-of-the-IEP.pdf

Oken-Wright, P. & Gravett, M. (2002). Big ideas and the essence of intent. In V. Fu, A. Stremmel & L. Hill (Eds). Teaching and learning: Collaborative explorations of the Reggio Emilia approach (pp.197–220). Columbus, Ohio: Merrill Prentice Hall.

Pretti-Frontzac, K. & Bricker, D. (2000). Enhancing the quality of Individual Education Plan (IEP): Goals and

objectives. Journal of Early Intervention, 23 (2), 92–105. doi:10.1177/105381510002300204

Rosas, C., Winterman, K.G., Kroeger, S. & Jones, M.M. (2009). Using a rubric to assess individualized education programs. International Journal of Applied Educational Studies, 4 (1), 47–57. Retrieved from www.questia.com/library/p408829/ international-journal-of-applied-educational-studies

Shaddock, A., MacDonald, N., Hook, J., Giorcelli, L. & Arthur-Kelly, M. (2009). Disability, diversity and tides that lift all boats: Review of special education in the ACT . Chiswick, NSW: Services Initiatives. Retrieved from www. autismaspergeract.com.au/sites/default/files/Review_of_ Special_Education_ACT_2009_Final_Report.pdf

Stroggilos, V. & Xanthacou, Y. (2006). Collaborative IEPs for the education of pupils with profound and multiple learning difficulties. European Journal of Special Needs Education, 21 (3), 339–349. doi:10.1080/08856250600810872

Treloar, R. (Ed.). (1997). Recommended practices in family- centered early childhood intervention. Sydney: NSW Department of Aging, Disability and Homecare/Early Childhood Intervention Coordination Program/Early Childhood Intervention Australia.

Vakil, S., Freeman, R. & Swim, T.J. (2003). The Reggio Emilia Approach and inclusive early childhood programs. Early Childhood Education Journal, 30 (3), 187–192. doi:1082-3301/03/0300-0187/0

Watkins, A. & D’Alessio, S. (2009). Assessment for learning and pupils with special educational needs. A discussion of the findings emerging from the Assessment in Inclusive Settings project. RicercAzione Journal, 1 (2), 177–192. Retrieved from www.erickson.it/Riviste/Pagine/Scheda- Rivista.aspx?ItemId=38538

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