Example of an IEP developed for a Year 9 student:
Strengths
Weaknesses
Social-emotional
Academic
Goals
Learning
Higher level thinking,
computation skills,
analysis
Motor planning &
organisation
Intensities – sensory &
justice
Intelligent. Needs to be
placed in the higher
learning class with
appropriate support and
to have his thinking
challenged.
Use of graphic organisers
to assist with selfmanagement &
organisation of ideas
Verbal learning memory
Word analysis –
recognises whole words
only.
Fears written, timed tests
Needs to see and hear
words
Use verbal learning
memory to develop
strategies for
comprehension – e.g.
reciprocal reading
Sensitive to others who
experience learning
difficulty
Poor impulse control when
threatened or teased
Loses temper
Able to reflect on actions
and consider how to
approach future situations
Develop self-awareness
and social coping
strategies
Perception of visual
details. Sees patterns
where others don’t
Social understanding
Confusion around nonverbal language (esp body
language)
Tends to misinterpret to
others – feelings of
isolation and confusion
Able to see the big
picture – anticipate
obstacles and possible
outcomes. Visionary
Assign leadership role in
group activities (projects,
seminars, etc)
Translating ideas into
written form
Other students perceive
him as being misplaced
Has developed an overreliance on helpers or just
avoids written challenges
Show strategies e.g. ‘giveit-a-go’
Ability to translate ideas
into visual form
Poor spelling
Counselling
Provide opportunities for
other students to perceive
his abilities
Verbal expressions
Language ‘dumbed down’
for writing purpose
Talks a lot in classes – to
show that he does know
Philosophy and other
activities that require high
level verbal expression
Recognise and reward
use of high level language
in written work – risktaking
Prepared to try
alternative ways of
learning and to work hard
Retreats to old methods
under pressure
Anxiety attacks under test
conditions
Where possible, draw
mind-maps prior to the
test or other stress
activity
Use computer for
assignments etc.
Reader/Writer for some
tests.
Relaxation strategies
Very supportive family
Poor academic self-image
– some learned
helplessness
Worries about how much
his difficulties impact on
his family
Grandmother prepared to
read books aloud and to
discuss ideas and
implications
Move some of the
pressure from
Grandmother to school
helpers