Writing Affirming ILPs for Neurodivergent Students 2024137F

Date and time  

Thursday 21 November 2024, 9.30 am to 3.30 pm

Delivery mode 

​​In person at ISV, 40 Rosslyn St, West Melbourne​ 

Audience 

Teacher, Year Level Co-ordinator, Leaders – those who take part in creating or utilising ILPs 

Description 

This is an energised workshop to help you create effective, useful, relevant and meaningful Individual Learning Plans (ILPs) for students who are neurodivergent. Neurodivergent students may include those who are autistic, ADHD, SLD or students with cognitive differences. Neuro-affirming education ensures that students who are neurodivergent, such as autistic, ADHD, SLD, and more, are supported to be their authentic selves and to navigate the mainstream world safely. You will have many opportunities to collaborate, discuss, reflect and unpack the steps involved in creating an ILP and deciding on the content, with the overarching goal of understanding the WHY. Please bring in a copy of an ILP you have (if you have one). 

Key takeaways 

• What is the value in an ILP?
• How do we set goals that are meaningful to the student?
• Who should be involved in the process of creating an ILP?
• What to do if the goals are not being met? \
• How to manage different parental and teacher expectations
• Creating a process that is repeatable and ensures a neuro-affirming lens. 

Presenter information 

Emma-Rose Parsons 

A thriving mental health can make the world of difference and it’s Emma-Rose’s passion to work in this space. Emma-Rose loves the variety in her role. To highlight her areas of practice, she currently: consults at her psychology clinics supports school teams to understand the nuances of neurodivergent students supervises other psychologists locally and interstate presents to schools, local community groups, at conferences and seminars assists workplaces to better understand mental health and to better engage and support neurodivergent team members ALL with a particular interest in creating a neuro-affirming community, where difference is celebrated and understood.  As the director of Spectrum House Psychology and Emma-Rose Consulting and a Co-Director of the Paediatric Health Collective, she has been working in this space for 20+ years, both in Australia and abroad. Although her work is naturally grounded by science, it is designed to be interactive, engaging, and even a little fun! Mental health can be a heavy topic and Emma-Rose aims to present information in an easily digestible manner, that at heart is applicable and user-friendly. When not working in the mental health space, Emma-Rose has a love for parenting her two sons, camping, and ultra trail running. 

Link(s) to relevant VRQA Standards 

• Curriculum and Student Learning – Student learning outcomes
• Curriculum and Student Learning – Monitoring and reporting on students’ performance