PINETREES SHS

IEP
Student Name: MATT - pseudonym Year: 7, 2017

Date Written: 1/12/16 Written By: LSC

Reason for Plan Other relevant Information
MATT has a diagnosis of ASD Parents are very supportive. Very happy to
Disability resourcing allocation be proactive.
Medicated fro ADHD Please make contact with parents regarding
any concerns and with any homework.
MATT has a daily routine at home that
includes homework
MATT is very personable and talkative
A visual learner
Very computer and tech focused- works
well for learning for him
Can and will handwrite but can be illegible
Can flap when anxious

Issues
MATT is remedial in his literacy and
numeracy; particularly numeracy
MATT mimics behaviour and speech, not
always contextual
Flapping
Seeks deep pressure input
Strategies
Provide homework where possible to have
MATT build skills at home
Revisit maths facts daily
Use mental maths as part of class routine
Engage in the SoundWay program and
investigate DI for year 8
Preteach vocabulary
Use a calm and even voice to redirect
Teach him when he displays unexpected
behaviours why it is unexpected and what
the expected behaviour is
Keep engaged
Have a fidget available to him
Use a balance cushion
Develop his sense of safety in the classroom
Use weighted bag under supervision (only
for his lap)
Address any issues of physical contact with
other students. Use the language of "Circles
of Touch."
 Extremely literal Give clear and precise instructions
Offer concrete examples, models, good
examples and strive for clarity
Scaffold and chunk assessments for MATT
and to be clear on what is required
Responds well to routine Establish classroom routines and directly
teach them
Doesn't transfer learning easily, every new Directly teach MATT how to unpack a
question is new to him question and make links to other concepts
Use mindmaps to make links
Always connect to prior learning
Be patient and assume a need to learn rather
than work avoidance or negative learning
behaviours over which he has a choice
Visual learner Support verbal instruction with written
Tap into his interests wherever possible
Responds well to visual prompts
Will benefit from multimodal presentation
Practical demonstrations with explanation
and then opportunity to demonstrate work
well
Offer verbal instructions in different ways
Support verbal with written instructions
Use flow charts, mindmaps and other visual
representations of information
Limited worldview. Significantly built by Teach other points of view
television

Social skill deficits Directly teach social skills: expected and

unexpected behaviours
Engage in Wild Things for DI in social skills,
resiliency, self recognition and regulation

Key Contacts:
LSC
Student Services Coordinator
School Psychologist

Signatures (where applicable):

Parent/Guardian: _____________________

Plan Coordinator: ______________________