Assessment 2- Learning Program Case Study Method of Submission This assessment will be submitted through the online submission point under the assessment folder

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Assessment 2- Learning Program Case Study

Method of Submission	This assessment will be submitted through the online submission point under the assessment folder. This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date.
Weighting	50%
Length	Maximum of 30 pages.
Subject Learning Outcomes	After successfully completing this course, students will be able to: 2. Create and implement evidence-based learning plans, programs and practices that support autistic and neurodivergent individuals with a range of diagnoses to achieve comprehensive learning outcomes in curriculum-based learning and employment contexts. 4. Identify and create inclusive programs and evidence-based practices to facilitate the self-determination and self-advocacy of autistic and neurodivergent individuals in different learning and employment contexts across the lifespan. 5. Apply current research to incorporate the perspectives of autistic and neurodivergent individuals, their families, and interdisciplinary teams to eliminate barriers that prevent the meaningful inclusion and achievement of neurodivergent individuals in learning programs, communities and curriculum.
Task	Students will prepare a learning program to support the needs of an autistic or neurodivergent individual during a particular stage in his/her life. Within this program, students will provide a profile of the individual and then will use the Cycle of Learning to prioritise the individual’s needs and to prepare an individual learning plan that supports the individuals right to participate and learn in inclusive contexts and curriculum. Students will also identify how they will utilize evidence-based practices to implement learning programs and strategies that support the individuals’ rights and address their comprehensive learning needs at this stage of their life
Assessment Criteria	Students will: 1. Demonstrate understanding and knowledge of research on planning individual programs and use of evidence-based practices in school, home, community and employment settings for autistic and neurodivergent individuals. 2. Analyse and apply research to create learning plans and programs that support autistic and neurodivergent individuals to achieve meaningful outcomes within curriculum structures and protect their rights to participate in inclusive contexts in school, home, community and employment environments. 3. Communicate information in a coherent and logical manner, utilising appropriate structure and grammar. 4. Utilise recent, relevant, high quality research in APA 7 format to substantiate viewpoints.

 

You will prepare a learning program to support the needs of an autistic or neurodivergent individual during a particular stage in his/her life. This can include any setting in which the individual needs to learn skills to perform against a set curriculum or criteria including preschools, schools, workplace, community programs, or home. Settings need to include others who are also accessing the set curriculum. In home settings, this can include siblings.

 

In developing your student-centred learning plan/program you will utilize the Cycle of Learning as a framework for constructing both a a comprehensive ILP and instructional plans. Throughout your program you will need to demonstrate knowledge of research on student-centred programs, evidence-based practice, interdisciplinary approach to learning and promotion of self-determination. You do not need to approach from just the perspective of someone in a traditional teacher role, but need to look at this from your own perspective as a person who can provide instruction and be a teacher in the relevant environment.

 

In your plan/program, you will provide a brief introduction to the individual and learning setting (school, home, community, employment) including identifying the learning curriculum that applies in this setting. This can include both formal and/or informal curriculum. For example, in home settings, the curriculum would be for children to demonstrate skills expected for family members at different ages. You will also need to describe the individuals who provide a typical network of support for the learner (e.g. family, partners, peers, bosses, etc.) and you will need to identify the individuals who will be a part of the interdisciplinary team to develop and implement the plan and program remembering to include the student themselves. Remember to consider how this might promote learning and use of skills across environments and connect learning environment with allied health or other supports.

 

You will create a learning profile for the learner identifying the learner’s interests and skills in academic and developmental (general capability) areas and will outline the impact the environment has on the ability of the learner to fully engagement and learn. You will then detail how you work with the learner and family (for children) to establish a vision for the learner for the next three years. You will use this vision to identify barriers preventing that would prevent the learner from achieving their vision and identify priorities for skill development/environment to address these barriers. Using this information you will describe the use of assessment to determine the learner’s current baseline skills in relation to the identified priorities, establish VMART goals, identify evidence-based strategies that will be utilized to achieve these goals, and the means and timeline for using assessment to determine effectiveness of strategies and evaluate learner’s achievement of goals. You will need to indicate throughout the plan who is responsible for strategies and how this will incorporate an interdisciplinary approach.

 

You will provide 2 lesson/instructional/instructional plans to demonstrate how evidence-based strategies will be implemented to achieve specific goals. These lessons will need to be implemented within the context of the group learning environment with clear links to the curriculum. You may introduce the skill in an individual context but will need to incorporate into your plan how you will transfer the instruction/learning in the typical environment. You lessons need to be linked to goals identified in the ILP. You can focus on the same goal in both lessons or different goals. If focusing on the same goal, you need to ensure you show different practices. The curriculum can be formal or informal but you will need to identify the knowledge or skills that individuals in that setting are expected to develop as a result of the specific lesson.

 

It is suggested you indicate how this will enable the individual to achieve their specific goals but also curriculum goals. At least 1 individual objective should also relate to goals in ILP and could be a small component of the overall goal. In home settings, this means that show how the skill will be taught within the context of the typical routine or family structure. You should also demonstrate how lessons demonstrate use of pedagogies such as UDL and differentiation. You will need to identify the methods you will use to conduct both formative and summative assessment to evaluate the effectiveness of instruction and achievement of learning objectives.

 

Lastly, you will need to identify the strategies used in the ILP and lessons to promote the learner’s self-determination and self-advocacy.

 

The plan should clearly incorporate the use of evidence-based practices for autistic and neurodivergent learners as well as demonstrate how the learning plan fits and is feasible within the current curriculum and environment. The plan should be relevant to all stakeholders including the learner, family members, supporting professionals, school teachers/administrators, and/or employers, etc as relevant to individual. Depending on your role, the plan will be developed from a different perspective (i.e. teacher, parents, or individual on the autism spectrum). The intent of this document is to progress the individual towards achieving their vision by providing a workable planning map that everyone is confident to implement in order to support the individual to achieve their goals.

 

 

In your project you will need to include the sections below which are also provided on the marking criteria.

 

1. Demonstrate understanding and knowledge of research on planning student-centred programs, use of evidence-based practices, interdisciplinary approach to learning, and promotion of self-determination for autistic and neurodivergent learners.

 

2. Analyse and apply research to create learning plans and programs that support the rights of autistic and neurodivergent learners to participate fully and achieve meaningful outcomes within curriculum-based school, home, community and employment environments.

• Description and background of learner, environment, curriculum, and networks
• Description of use of student-centred approach (embed throughout ILP)
• Description of how interdisciplinary approach used to develop and implement plan/program (embed throughout ILP)
• Individualised Learning Plan for the learner to include:
  • Learning profile describing learner’s interests and skills in academic and developmental (general capability) areas
  • Description of impact of environment on learner’s engagement and learning
  • Statement of vision, barriers and priorities for learner
  • Current baseline skills related to priorities and description of means of assessment to identify baseline skills
  • VSMART Measurable goals/outcomes,
  • evidence-based strategies (to be unpacked in instructional plan) matched to specific goals including who/where implemented,
  • data and timeline for using assessment to evaluate effectiveness and outcomes
• 2 Lessons/Instructional plans to include
  • learning objectives (group and individual)
  • Identified strategies/steps to teach and ensure supportive environment
  • Resources required and people responsible
  • Means of assessment to evaluate learning including both formative assessment during instruction and summative assessment after instruction.
• Describe strategies used in ILP and lessons to support self-determination

 

You can find examples of lessons for schools or parents in the Moodle Assessment 2 folder. There are also examples of past assessments. Please be aware that these may have had slightly different criteria.

 

You may be creative in developing this case study, incorporating pictures, graphs, videos, or other formats as needed to deliver your case study. Please ensure that you provide a brief introduction and conclusion to your plan. References will be needed to justify your decisions. Embed citations throughout and provide a reference list at the end.

 

Remember that you don’t have to be a teacher to teach. This project should focus on a setting where you would support an individual on the autism spectrum or with another neurodivergent condition. This could be at home, in the community, in the workplace or in school, anywhere that someone would need a set of skills to succeed.

 

 

 

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