AIMS ID: EQ ID: Student Name: Student's Date of Birth / / Gender (Male or Female) M / F Aboriginal or Torres Strait Islander origin? Y / N Main Language other than English? Centre Current Year Level Parent/Caregiver Student Verification Status Student Verification Date / / Review Date / / Disability Major Start Date End Date Review Reqd Review Date Current C1 C2 / / / / / / Verifier's Name Status Verification Date / / I confirm that this profile is an accurate reflection of the adjustments occurring for this student Principal Name: Principal Signature: Date: The signed copy of this profile is to be kept in the student s school file. Page 1 of 16
Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Planning adjustments: 1. Planning is adjusted Regular curriculum planning documents include adjustments to the intended curriculum, pedagogy, assessment and reporting for the specific student. Adjustments related to assistive technology: 2. Assistive technology is used as an adjustment for curriculum access Assistive technology is incorporated to ensure students participation in and/or access to planned learning activities occurs. Adjustments related to curriculum intent: 3. Lesson content is adjusted Refers to the content that is taught (what the student needs to learn and how the student will access that information) not strategies that are implemented. Page 2 of 16
Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Adjustments to pedagogy: 4. Materials are adjusted and/or specially prepared to facilitate student participation 5. Use and preparation of adapted materials related to the student's expanded core curriculum occurs 6. Additional targeted teaching for specific learning activities is delivered 7. Pre-teaching of specific concepts prior to a whole class learning activity occurs Preparation is required for materials where the content is consistent with the intended curriculum but a different format is needed. The student is engaged in an expanded core curriculum, involving the use and preparation of adapted materials. This question relates only to: - students with vision impairment - deaf/blind students. Provision of explicit teaching/scaffolding to support targeted learning activities occurs. Teaching occurs prior to planned learning experiences to enhance the student's access to, and participation in, whole class learning activities. Page 3 of 16
Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Adjustments to pedagogy: 8. Targeted learning activities are delivered individually or within a small group 9. Specific teaching supports are used to facilitate participation in learning activities 10. Intensive assistance from support personnel is required to teach specific knowledge and skills Continually and/or constantly Small group and/or one-to-one instruction with direct assistance are required for targeted learning activities. These learning activities may be conducted within the classroom setting. Support using additional personnel and/or materials to assist the student in undertaking learning tasks is provided. The student receives: - intensive individual support and/or - specific guided direction to develop specific knowledge and/or skills. Page 4 of 16
Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Adjustments to assessment: 11. Assessment procedures and/or materials are adjusted, but with clear links to the intended curriculum Adjustments to assessment procedures and/or materials reflect the varied needs, abilities and experiences of the student in relation to the intended curriculum to ensure that students have the opportunity to demonstrate their learning. Optional Comments Page 5 of 16
Focus Area: Communication Description: Refers to adjustments made for the student to understand and process speech and/or language; and express information (i.e. needs, ideas, feelings) using the language system of the community. This Focus Area also includes adjustments to the student's mode of communication for example symbols, signed support systems. Intent Planning for communication: 12. Specific teaching in the understanding and use of language is incorporated in planning Planning incorporates specific activities that target learning in a variety of contexts to promote language skills. Use of assistive technology: 13. Monitoring and assistance with personal amplification devices occurs 14. Monitoring and assistance with use of augmentative and alternative communication (AAC) systems occurs Monitoring and assistance is provided to check hearing aids, FM systems, soundfield amplification systems. This is the set up, support and monitoring of the student's AAC system. Implementing an AAC system is a strategy to ensure a student's primary mode of communication is supported to assist educational access. Page 6 of 16
Focus Area: Communication Description: Refers to adjustments made for the student to understand and process speech and/or language; and express information (i.e. needs, ideas, feelings) using the language system of the community. This Focus Area also includes adjustments to the student's mode of communication for example symbols, signed support systems. Intent Adjustments to curriculum intent and pedagogy: 15. Specific teaching of targeted language skills is delivered 16. Specialist-produced program with explicit teaching of language concepts, vocabulary and/or oro-motor skills may be delivered 17. Specific teaching in understanding and using language within social contexts occurs Targeted language teaching is delivered to a student with specific communication concerns for example for a student at the sound, word or sentence levels. School based staff implement specific language skill program planned by the team. The program has been recommended and/or designed/implemented by - Speech-Language Pathologist - Advisory Visiting Teacher (AVT) with specific communication training - Teacher of the Deaf and reflects the complexity of the student's communication requirements. The program may be implemented by school based personnel. Targeted teaching that develops a student's ability to be a competent communicator in social situations is delivered. Page 7 of 16
Focus Area: Communication Description: Refers to adjustments made for the student to understand and process speech and/or language; and express information (i.e. needs, ideas, feelings) using the language system of the community. This Focus Area also includes adjustments to the student's mode of communication for example symbols, signed support systems. Intent Adjustments to curriculum intent and pedagogy: 18. Assistance through the use of visual aids is provided The student uses visual aids to support receptive and/or expressive communication. Complex communication adjustments: 19. The student's specific mode of communication requires school staff/communication partners to model the use of targeted interactive language in all aspects of the school program 20. An educational interpreter supports the student's access to information and participation through the use of signed communication. This occurs Specific communication mode (e.g. AAC) modelled by communication partners across whole school context. An educational interpreter refers to a teacher or teacher aide who supports a student with hearing impairment using signed communication. Signed communication is used to support or enable the student's access to information and participation. Page 8 of 16
Optional Comments Page 9 of 16
Focus Area: Social Participation/Emotional Wellbeing Description: Refers to the strategies and supports necessary to assist the student to engage successfully in social situations and to self-regulate emotion. Intent Planning: 21. A formal support/management plan promoting development of specific social competences/social/emotional self-regulation is developed and reviewed A documented plan detailing specific targets and ongoing strategies for the promotion of social and emotional wellbeing is required and is developed in response to the student's social and emotional needs. Focus is on the frequency of review. Adjustments to student management and support: 22. Adjustments to timetables, or flexible program delivery arrangements are implemented 23. Supervision and support to manage structured and/or unstructured contexts is provided The school amends timetables or program delivery arrangements to accommodate the social and emotional needs of the student as identified in the support/management plan. Intensive and ongoing support is required for the student to manage social participation in a variety of contexts. Page 10 of 16
Focus Area: Social Participation/Emotional Wellbeing Description: Refers to the strategies and supports necessary to assist the student to engage successfully in social situations and to self-regulate emotion. Intent Adjustments to curriculum intent and pedagogy: 24. Specific teaching of targeted skills in the classroom context to develop friendships and increase participation occurs Within the classroom context, specific social skilling or opportunities to practise social skills are provided, to increase knowledge and/or understanding of friendships and participation in social situations. Intensive behaviour interventions: 25. Intensive, individualised behaviour support plan targeting specific behaviour patterns, is implemented Continually and/or constantly A formalised plan detailing specific target behaviours with step-by-step strategies to encourage appropriate behaviour is implemented. Optional Comments Page 11 of 16
Focus Area: Health and Personal Care Description: Refers to the adjustments made to promote health and personal care. Intent Monitoring: 26. Monitoring and data collection of health status and procedures occurs Continually and/or constantly How often data in relation to the student's various health care issues is collected. Adjustments for specific health care procedures: 27. Personal health care assistance is provided 28. Administration of specialised health care procedures/interventions that require specific training occurs Continually and/or constantly Direct assistance is required, rather than lessons in self-care, as the student is clearly unable to manage a health care procedure without assistance. Refers to the departmental approved specialised health procedures/interventions such as: - urinary management - airway management - bowel management - enteral feeding - epilepsy management Optional Comments Page 12 of 16
Focus Area: Safety Description: Refers to the adjustments made to ensure the student's safety, or the safety of others in the school community when supporting this student. Intent Planning for safety: 29. Risk management and emergency care plans and procedures for this student are developed and inform program delivery 30. The portfolio of manual handling, lifting and transferring is designed and reviewed in consultation with specialist support staff, for example AVT, occupational therapist, physiotherapist An Individual Risk Management and/or Emergency Care Plan detailing ongoing strategies promoting the safety of the student and others in the school community is developed and reviewed. Focus is on the frequency of review. The focus of the portfolio is on the planning of procedures to be used throughout the school for the individual student and the formal reviewing of these plans with specialist support staff input. Focus is on the frequency of review. Adjustments to curriculum intent and specific safety procedures: 31. Programs encouraging independence and/or responsible, safe behaviours are implemented 32. Monitoring and data collection on safety issues occurs Specific programs and/or materials are planned, developed and implemented to increase the student's independence and safe behaviours. The evaluating and recording of data in relation to safety concerns informs risk management planning. Page 13 of 16
Optional Comments Page 14 of 16
Focus Area: Learning Environment/Access Description: Refers to the adjustments made for the student to access the intended curriculum and promote personal independence. This focus area includes organisational skills, self direction, mobility/positioning, use of assistive technology and/or specialist equipment and environmental adaptations. Intent Consultation: 33. Consultation/collaboration about learning environment/access occurs and is documented Formally arranged/scheduled meetings with teachers, parents, support team, and (where possible) the student occur regarding the promotion of personal independence and access to the learning environment. This does not refer to the regular interactions that occur in response to student engagement and access to the learning environment. Adjustments to pedagogy: 34. Adaptations and/or modification to equipment, materials and/or environment occurs 35. Specialist input to adaptations of teaching strategies to promote personal independence and access occurs 36. Specific direct support for program delivery occurs Continually and/or constantly The teacher makes changes to: - equipment/teaching materials - environment to enhance a student's personal independence and access. Adjustments are made to teaching strategies as a result of additional specialist input from: - Advisory Visiting Teacher (AVT) - Occupational Therapist - Orientation and Mobility Specialist - Physiotherapist - Speech-Language Pathologist. Direct individual program support is provided by school personnel to facilitate access to the learning environment. Page 15 of 16
Optional Comments Page 16 of 16