Where Do I Start?-How to develop Individual Learning Plans for autistic children that are individual

Rosalie Markovics
Sep 26, 2015
3 min read

Updated: Aug 7

How To Develop an IEP

Where do I start? Each autistic child is so unique so how do I cater to their complex needs?

When you are new to teaching in an autistic setting, the thought of Individual Learning Programs and catering to individual differences may be daunting.

So that feeling of 'Where do I start?' is certainly valid. You may have children who have never sat on a chair or a toilet, or may never have worn shoes, if it is their first year at school.

Relevant Individual learnin programs are essential for effective learning for autistic students.

Steps to start an IEP for a student with autism

However, as with all things new, just take a deep breath and remember:

Parents are an invaluable source of knowledge. They will share the child’s strengths and needs and you can get some goals from them at your first meeting. Depending on your school’s policy, they may even be able to suggest some goals to work towards.

Read the previous teacher’s goals (including their pre-school or playgroup notes) and it may be a good place to start as I have found that skills are often lost over long breaks. Revisit the goals and then make up your mind as to whether you need to have that goal again.

Ask the previous teacher for any activities to start the year off with familiar activities. I used to prepare a workbox of familiar activities and a mini-schedule, ready for the child to use in his next class at the beginning of the year. This helped with the transition process.
If it is the first year at school, read the notes from the preschool teacher, doctor and any early intervention services. This is important as you need to know the child's previous experiences, as well as any other medical issues that may impact their learning. It will also help you set realistic goals for the child.

This mental activity worked well for me when I had students in their first year of school:

I would mentally walk through the day with each child ie. from the bus pickup, to the walk into class, the independence at organizing their belongings, their participation at group schedules, work tables, transitions, eating, toileting, play and so on.

I would then make a list of things that needed working on and prioritize them as first goals. Following this, would be the parent goals (usually two goals) and then I would refer to the goals in our school program, Semaphore.

We were taught to choose goals wisely and there was a list of criteria each goal would pass ie. we would not be teaching algebra to a child of 12 years old (as one very frustrated teacher online stated after trying to teach algebra to a young student for the past 2 years) What value was a goal and how useful would it be in a student's development?

Helpful Resouces for the Teacher * as an Amazon affiliate, I earn from qualifying purchases.

Keys to Success for Teaching Students with Autism

Whether you are in a mainstream setting, or special ed, or autism-specific setting, this book is an invaluable practical guide.

It will become a valuable resource for your school or early intervention program.

You can check this book's description here to see how it will be of use to any teacher, regardless of their experience in teaching.

A Teacher’s Guide to Managing Autism in the Classroom

By Best-Selling Author and Special Needs Educator Richard Bass

Are you looking for a great resource to help you meet the needs of your students with autism?

This book will help you understand how to be inclusive and provide an environment that is safe and set up to meet their needs.

It will help teachers in mainstream schools.

Learn how to use evidence-based strategies to strengthen your teaching practices and relationships.

This book will help teachers and administrators create an inclusive learning environment where every student feels safe and supported.

The Autism Resource Manual

This highly practical resource book has been written for teachers in both primary and secondary settings who want realistic and achievable strategies to support students in a range of situations and minimize the possibility of disruptive challenges in the mainstream classroom.

Key features include: