Requirements
Your critical analysis will understand (interpret and summarise), analyse and evaluate (judge) key aspects of the assigned PMP. You should adopt Schwalbe (2014, pp.161-164) and the PMI's (2013, p.76-77) PMBOK Guide as frameworks for comparison and evaluation.
An electronic copy of these documents is available in Moodle (partner students please see your Tutor or Course Lecturer).
Also see Appendix I, PMP Critique Guide at the end of this document.
When reviewing the PMP think about the following:
- What planning tools the authors have used;
- Any additional content that has been included;
- Any content that has been omitted;
- The language used;
- The layout and useability of the PMP;
- The overall quality of the PMP
Your report should be presented in a business or management style and structured as follows:
- Title page;
- Executive summary;
- Table of contents;
- Introduction;
- Analysis of PMP:
o Introduction;
o Organisation;
o Management and technical approach;
o Work to perform;
o Schedule; and
o Budget
- References; and
- Appendices (if needed)
Support your analysis with concepts and quotations from other people's work. Gather these references from various sources such as the Internet, assigned text book and readings etc.
Develop a task analysis for a student with high support needs. Choose a task or skill relevant to their needs. Break this task down into smaller, more manageable steps in order to teach this skill.
For example: brushing teeth, washing hands, using a jellybean switch, dressing or eating.
You will need to provide:
1. A descriptive profile of the student (250wds)
2. Identification of the selected task including a rationale for using task analysis with this student. Reference to relevant literature is expected in this section. (500wds)
3. The planned task analysis including (a) description of the individual steps and (b) visual resource used to teach the steps to the student.*
4. Evaluation of Task performance: You need to develop a proforma of a data collection sheet that you could use to evaluate and assess the student's progress.*
You will use the following scenario to 'conduct' an IEP process.
Xavier is a 9 year old male student with Down syndrome and autism spectrum disorder, he also has a moderate intellectual disability. Xavier is the fourth child in his family, he has an older 26 year old brother and two sisters who are 23 and 12.
(The case study can take one of two directions from now on
Option 1: is that Xavier is enrolled in Sunnyside School for Specific purposes (SSP) or
Option 2: Xavier's family decided that he is to attend the regular primary school setting with his 12 year old sister)
Xavier communicates non-verbally using gesture and facial expression and Makaton signs. His teachers in the past have used pictures and some communication symbols (PCS). Using these communication devices Xavier can make choices within activities and follow a timetable quite well. He can recognise 35 symbols of objects that he uses every day. Xavier also has 12 Makaton signs. However, he often needs prompting by adults to use these communication skills.
Xavier has had a history of screaming, hitting or kicking to express frustration, anxiety or confusion. However, these behaviours are no longer seen in the classroom and are only occasionally seen in the playground. He has been involved in extensive social skills and behavioural training programs at Sunnyside school to modify these behaviours.
Xavier can work independently if he is sufficiently motivated. He enjoys working on the computer and playing with toys that are colourful and make lots of noise. Xavier loves music activities and is quite a skilled and enthusiastic dancer and performer. He particularly likes Kung Fu movies and dance movies. Once in Chinatown in Sydney, when a professional group was performing he got up on stage and joined in the performance.
Xavier has low muscle tone and can experience difficulties with some gross and fine motor activities. Staff have provided him with hand over hand assistance during handwriting. After initially being dependent on adults for most activities during the day Xavier has started to develop some independence with daily tasks such as toileting, and being able to eat his lunch. He cannot tie his shoe laces or dress himself completely yet.
Xavier has been involved in speech therapy and occupational therapy since he was 3 years old. These professionals have worked closely with Sunnyside school in the past in IEP meetings at the request of Xavier's very caring close and supportive family. Both parents have always attended IEP meetings. Although Xavier's father now has an extra job which keeps him in Sydney for 3 nights a week.
Xavier's parents in the past have outlined their priorities for Xavier as being able to communicate his wants and needs, complete daily living tasks independently, have friends and to be able to read and write.
Activity 1
1. Decide whether Xavier will be in a special setting (option 1) or in a regular classroom (option2).
What is an IEP?
An IEP is a written document prepared for a named student.
It specifies the learning goals that are to be achieved by the student over a set period of time and the teaching strategies, resources and supports necessary to achieve those goals.
It may be useful to think of an IEP as a product.
However it is developed through a collaborative process involving the school, parents, the student (where appropriate) and other relevant personnel.
It concentrates on the adapted aspects of the educational program and focuses on agreed upon prioritised learning needs.
Why have an IEP ?
An IEP
- Allows student to progress at their own level
- Involves collaboration with all partners
- Focuses teaching strategies
- Ensures records are kept
- Is considered to be best practice in delivery of education to students with special needs
IEP Principles
The IEP is a working document and should be useful, available and understood by all those dealing directly with the students.
It needs to be considered in the context of home, school and classroom organization.
Effective individual education plans have key characteristics. These are :
- Individualised and child-centred
- Inclusive
- Holistic
- Collaborative
- Accessible
Activity 2
What information will you need in order to develop an IEP for Xavier?
Before you develop your IEP you need to know what is usually included in an IEP
1) The nature and degree of child's abilities skills and talents
2) The nature and degree of child's educational needs and how these needs affect his educational development.
3) The present level of performance of the child (Remember this)
4) The special educational needs of the child
5) The special education and related support services to be provided to the child to enable the child to benefit from education and participate in life at school
6) The goals that the child is to achieve over a period not exceeding 12 months
We will not be concentrating on the steps 4, 5 and 6 yet
Information gathered provides that basis for the development of a comprehensive students profile.
This profile provides the foundation from which the IEP is developed.
The key task to develop an IEP is to gather information about the child. This information should be gathered before the IEP planning meeting .
The information should specifically identify the strengths and needs of the student. This information should draw on a variety of sources and may be based on informal and formal measures , including teacher observations and portfolios.
- Only relevant information should be gathered.
Sources of information should include:
- Parents
- student themselves,
- child's class teacher and former teachersother professionals such as physiotherapists, speech therapists and occupational therapists.
Activity 3
Consultation and Collaboration
An ideal IEP process is collaborative.
Whilst there are many models regarding the process, for example in New South Wales it is current common practice for IEP collaborative processes to be held every 6 months.
It is essential that parents/caregivers/advocates are involved at every meeting.
There are different approaches to consultation, however, the ideal is that any approach should maximize participation and increase real dialogue between all stakeholders.
Three approaches:
1) Development of an IEP by the Full Group
- Advantages:- All parties share in the discussion and can contribute
- Disadvantages:- time consuming and difficult to organise meeting
- Some participants-particularly parents may feel overwhelmed
2) Aspects of IEP drafted before the meeting
Kylie has used this approach without bringing the draft to the meeting. She felt it provided a framework for discussion with the parents but it was a flexible document that could be changed after consideration of parent priorities.
Draft some aspects before such as abilities and needs and PLOP
- Advantages:- saves time
- Disadvantages:- parents may not feel involved in the process and will be less likely to support it
3) IEP written after the planning meeting
Participants share concerns and interests and agree on priority of learning needs but detailed writing of targets and strategies is done after the planning meeting.
If this happens it is important that plan is agreed to by parents before it is finalised.
- Advantages:- Discussion is wide ranging.
- Disadvantages:- One person is responsible for writing targets and strategies.
Which approach will you choose?
Activity 4
Convening and Conducting IEP Planning Meeting
Whatever model you choose, during the meeting it is very important that you provide an opportunity for all participants to:
- Obtain a clear picture of current strengths, talents, interests and needs of the student.
- Identify key priority learning needs that provide direction to the child's education over an agreed upon period of time usually (6-12 months)
- Engage in a discussion that takes place in an atmosphere of mutual respect involving collaboration and consensus.
- Engage in a jargon-free discussion, so parents don't feel they can't contribute.
- Parents are to be encouraged to express any particular concerns or aspirations.
- Offer parents opportunity to for additional support such as a member of their extended family, translator, supportive friend or advocate who attends the planning meeting.
Attachment:- Critique.pdf