Liam is a 3-year-old boy who lives with his mother, father, and older sister in Sydney. He attends a local daycare three days a week. Liam is an energetic and active child who is always on the move. He confidently climbs the steps to the slide at the playground, demonstrating his ability to coordinate movements by reaching and stepping while efficiently supporting his weight. Liam excels in throwing and catching balls during play, showcasing his coordination and control in gross motor skills.
Despite his strengths in gross motor activities, Liam faces challenges with fine motor tasks. He often grips a crayon too tightly, causing his drawing lines to be heavy and shaky. When using scissors, Liam struggles to follow the cutting lines smoothly, often resulting in uneven edges. He tends to avoid activities that require fine motor precision, such as colouring within the lines or completing puzzles with small pieces.
Liam is curious and eager to learn but has difficulty maintaining focus on a single task for an extended period. For example, during Storytime at daycare, Liam will initially sit and listen but quickly becomes distracted, often getting up to explore other areas of the room. He might pick up toys or touch objects on shelves, and when asked to return to the group, he often resists, wanting to continue his exploration.
Liam is sociable and enjoys interacting with other children and adults. He frequently initiates play with his peers, though his impulsive behaviour can sometimes lead to conflicts. For example, Liam may grab a toy from another child without asking or push ahead in line for a turn on the slide. These actions often result in disputes, as his peers may become frustrated with his behaviour. Despite this, Liam is generally well-liked by his peers, who appreciate his enthusiasm and willingness to play.
Liam can communicate effectively, using complete sentences to express his thoughts and needs. He enjoys talking and often engages in conversations, especially when discussing topics that interest him such as sharks, trucks and hungry caterpillar. However, his impulsivity can affect his communication; he frequently interrupts others, talks over them, or changes the subject abruptly.
Liam finds it challenging to regulate his emotions, particularly when he is frustrated or disappointed. For example, if he is unable to complete a task, such as building a tower with blocks, he may knock the blocks over in frustration or throw them across the room. Transitions between activities are particularly difficult for Liam. When asked to stop playing and move to a new activity, he may protest by crying, shouting, or refusing to participate.
Liam has been diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) by his paediatrician. To support his development, his daycare providers have implemented strategies such as using visual schedules to help Liam understand daily routines and providing frequent breaks during activities that require sustained attention. His parents are working with a behavioural therapist to develop strategies to manage Liam’s impulsivity and emotional regulation at home.
Liam is a bright and energetic child who faces challenges due to his ADHD. With the right support and interventions, he is learning to manage his impulses and focus on tasks, both at daycare and at home. Various professionals involved in Liam's care include his paediatrician, behavioural therapist, and daycare providers, all working together to ensure Liam's continued growth and development.

For this assessment, you will be presenting your findings from Assessment 2 to the class in the form of a presentation.
For the presentation, you will need to:
Present current information that introduces the chosen area of diversity from your chosen case study from Assessment 2.
Outline the implications that early childhood educators must consider when including a child with the chosen area of diversity in an early childhood education and care setting.
Use your case study from Assessment 2 to prepare an IEP (using the IEP template provided).
Your IEP will include SMART goals and teaching strategies to achieve the goals.
Choose a play-based experience that would assist to achieve one of the goals in your case study and present this, in a practical way, to the class.
You will be assessed for your ability to be creative and engaging in your presentations. Think about resources and interactive opportunities for your audience, e.g., quiz, demonstration, YouTube, SLIDO, live polls, etc.
This is the notes my teacher gave me to follow for organising the presentation: 
Autism: Introduce + Explain (Literature)
Implications as a service
IEP (Screenshot for PPP), separate submission
SMART goals
Strategies (Specific, target)
Play-based experience: Incorporate audience interaction into the session
In Presentation please mention area of exceptionality and this my assessment 2 based on which you have to make "Introduction
To accommodate the exceptional developmental needs of children in early childhood learning, individuals have a clear understanding of the difficulties that children encounter in the development process. This report is based on the case of a child named Liam, a 3-year-old boy diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), and proposed strategies that are to be employed for his development. This paper focuses on the cognitive, physical, social/emotional, and language domains which are significant for Liam’s development being affected by ADHD. In this report, the area of exceptionality, its impact on educators, early childhood intervention measures that are easily manageable in an ECCE environment, and the inclusive practices available in the environment will be described.
1. ADHD as an Area of Exceptionality
1.1 Definition and Characteristics of ADHD
ADHD stands for Attention Deficit Hyperactivity Disorder and it is a neurodevelopmental disorder that impacts the brain’s executive functions that concern with steering attention, behavior, and impulse control. According to Drechsler et al. (2020), which is a developmental disorder, ADHD is characterized by inattention, hyperactivity, and impulsivity which affects a child at home, in school, and in other social settings. The Royal Children’s Hospital Melbourne (2021) explained that children with ADHD tend to have difficulty focusing on a task, being easily distracted, exhibiting symptoms of impulsiveness, and displaying increased energy levels than normal in situations that are not appropriate. 
The behaviors typical of ADHD's combined presentation, with both inattentiveness and hyperactivity, are exhibited by the child. In Liam’s case, the child listens during Storytime at the daycare center but after some time the child gets distracted and goes out from the group and roams around the area of the daycare center. This type of behavior is aligned with the elementary symptoms of ADHD, including difficulties with the ability to pay attention and the impulse to perform other tasks, which are characteristic of children with the condition.
1.2 Research and Theoretical Perspectives
ADHD is well known to have a genetic and neurobiological basis. May et al. (2023) have suggested that multiple regions in the brain including the prefrontal cortex, basal ganglia, and cerebellum which are involved in the control of behavior, movement, and focus have been altered. These changes are likely to pose a challenge in the management of children with ADHD concerning their actions as well as engaging focus toward functions. Following the case of Liam, it is evident that impulsive actions within the child, like grabbing toys without permission and trying to ahead in line, correspond with the findings that ADHD negatively impacts executive functioning which encompasses planning, impulse control, and decision-making.
The neurodevelopmental perspective of ADHD highlights that these behavioral patterns are not a sign of defiance or inability to grasp instructions but are rather due to the way that people’s brain works regarding attention and self-control. In their study, Singh et al. (2015) opined that there is a need for educators and caregivers to comprehend the above difference so that they can offer the right kind of assistance to the child in need while avoiding frustration or feelings of exclusion. According to the analysis made by Salari et al. (2023), applied interventions can enhance children with ADHD’s functioning and reduce disturbances associated with this condition.
2. Implications for Early Childhood Educators
2.1 Classroom Management and Adaptations
Teaching a class with learners diagnosed with ADHD entails implementing effective strategies that will address particular needs, especially in the area of attention and impulse control. This is due to the fact that students suffering from ADHD find it difficult to handle normal routines of a classroom such as when they are supposed to be in group Storytime. In the given case of Liam the child frequently becomes very much distracted from the activities during Storytime for instance the child roams around the room. This serves to illustrate the importance of time activity schedules that are well-defined with well-understood transitions between activities for children with ADHD (Ayano et al., 2023).
The use of picture cues or picture timetables would be an effective strategy where the child is able to understand the day’s events and what he or she is required to do. Further, according to Hill (2015), methods such as providing clear instructions and dividing tasks into small parts will be effective in engaging children with ADHD and not causing them stress, and, as a result, they will be able to complete all the tasks assigned to them. Children manage their energy levels and refocus during activities requiring sustained attention by taking frequent breaks. The NSW Department of Education (2024) mentioned that it is also possible to use timers in order to organize such a break and make the child active but not overstimulated. In addition, Ayano et al. (2023) noted that persistent seating plans can be adapted by placing the child at a less distracting location, for instance, close to the teacher or in an area with low human traffic so as to enhance concentration.
2.2 Facilitating Positive Social Interactions
ADHD does not only impact academic achievement but also social relationships as well. From Liam’s experience, impulsive behaviors such as handling toys without permission or interrupting other children lead to peer conflict. Children who face ADHD often encounter challenges to compliance with social norms, as a result, children with ADHD frustrate their peers and lead to poor relationships. In such a scenario, the role of the teacher has increased in guiding them social skills including sharing, taking turns, and considering other people’s feelings. This leads to facilitating positive social interactions with peers. 
Structured social activities, like group games that require cooperation and turn-taking, can help children with ADHD practice these skills in a safe, supportive environment. Danielson et al. (2024) suggest that role-playing exercises, where children act out various social scenarios, allow them to understand how their behavior impacts others and how to resolve conflicts peacefully. Social stories—short narratives that depict social interactions—can also be effective tools to reinforce appropriate behavior in various situations. According to the NSW Department of Education (2024), these methods not only support the child with ADHD but also encourage a more inclusive and understanding classroom environment, where all children are taught to value cooperation and empathy. By fostering these positive social skills, educators can help reduce peer conflicts and promote better peer relationships, ultimately benefiting the child’s social development.
3. Early Intervention Strategies
3.1 Cognitive Development
Children with ADHD often experience challenges with attention, focus, and task completion, which can impede their cognitive development. These difficulties make it hard for them to stay engaged in learning activities, particularly when tasks are not aligned with their interests or when distractions are present. Early intervention strategies should be designed to create structured learning environments that help mitigate these challenges. Based on the study by De Rossi et al. (2023), one effective approach is the use of visual cues and structured routines that provide clarity about what is expected during tasks. For example, visual schedules, step-by-step instructions, or timers can help the child understand the duration and steps involved in activities, making tasks feel more manageable.
Incorporating the child’s interests into cognitive tasks can also be highly beneficial. For instance, if the child is particularly interested in trucks or animals, using these themes in learning activities can significantly enhance engagement and motivation. Tailoring lessons to include these interests allows the child to focus for longer periods, as their excitement for the topic increases their intrinsic motivation (Ayano et al., 2023). Additionally, breaking tasks into smaller, achievable steps ensures that the child does not feel overwhelmed, which can further support cognitive development by fostering a sense of accomplishment and progress.
3.2 Physical Development
Children with ADHD often exhibit strengths in gross motor activities but may face difficulties with fine motor skills. In Liam’s case, the child excels in activities like climbing and playing ball games, which demonstrate their coordination and control over large movements. However, tasks that require precision and fine motor control, such as holding a crayon correctly or cutting along lines, present challenges. This discrepancy highlights the need for early interventions aimed at improving fine motor skills.
According to the NSW Department of Education (2024), one approach is to incorporate activities that promote hand-eye coordination and fine motor precision. For example, using larger writing tools like thicker crayons or pencils can help the child gradually develop the grip strength and control necessary for more refined movements. Engaging in activities like threading beads, playing with building blocks, or practicing with scissors on simpler, straight lines can also improve dexterity. These activities not only support physical development but also provide the child with enjoyable, engaging tasks that balance their strengths in gross motor skills with the areas they need to improve in fine motor control (Harvard Health, 2016).
3.3 Social and Emotional Development
Emotional regulation is often a significant area of difficulty for children with ADHD, who may struggle with managing frustration, disappointment, or transitions between activities. Based on the Liam’s case, when the child in focus is unable to complete a task, they may react with frustration, knocking over blocks or throwing objects in response. Thapar and Stergiakouli (2009) suggest that these emotional outbursts not only impact their ability to stay engaged in learning but also affect their social interactions with peers and educators.
Early intervention strategies for social and emotional development should focus on teaching self-regulation skills and providing tools to help the child manage their emotions. One effective approach is the use of calm-down techniques, such as guided breathing exercises, counting, or using sensory tools like stress balls. National Institute of Mental Health (NIMH) (2023) mentioned that emotion identification charts, where the child can point to or label their emotions, can also help them become more aware of their feelings and develop appropriate coping mechanisms. Creating a calm-down area in the classroom where the child can retreat when feeling overwhelmed can further support emotional resilience. Additionally, providing positive reinforcement for appropriate emotional responses, such as staying calm during transitions, encourages the child to manage their emotions more effectively over time (Ayano et al., 2023).
3.4 Language Development
Although the child in focus is verbally articulate and capable of expressing thoughts clearly, impulsive behaviors, such as interrupting others or abruptly changing the subject, can hinder effective communication. These impulsive tendencies reflect the broader challenges ADHD poses to executive functions like self-control and patience (Peterson, 2022). Consequently, language development strategies for children with ADHD must address these impulsive behaviors to improve communication skills.
One early intervention strategy is to design activities that promote turn-taking and active listening. For example, group discussions or storytelling activities where children take turns speaking can help the child practice waiting for their turn and listening attentively to others. Structured dialogues, where children are prompted to respond in sequence, can further improve conversational skills by reducing impulsive interruptions. These interventions encourage the child to slow down their responses and become more mindful of others' contributions to the conversation (Allen & Cowdery, 2014). Over time, practicing these skills in a supportive environment will help the child develop more effective communication habits, enhancing both their language abilities and their social interactions with peers.
4. Inclusive Practices in Early Childhood Education
4.1 Strengths-Based Approach
A strengths-based approach is essential for creating a positive and supportive learning environment for children with ADHD. This approach focuses on identifying and leveraging the child’s strengths, rather than emphasizing their challenges. For example, children with ADHD often exhibit strong gross motor abilities and a high level of enthusiasm for social interaction, which can be channeled into meaningful learning opportunities. According to The University of Sydney (2019), by designing activities that integrate physical movement—such as interactive games or outdoor learning tasks—educators can create a more engaging environment that aligns with the child's natural abilities. This not only boosts the child’s confidence but also promotes greater involvement in classroom activities (ADHD Australia, 2024). Encouraging the child’s participation in areas where they excel helps build a sense of accomplishment, which is critical for developing self-esteem and motivation.
4.2 Environmental Modifications and Adaptations
Creating an inclusive environment for a child with ADHD requires specific environmental modifications to minimize distractions and enhance focus. One effective strategy is to position the child away from high-traffic areas and seat them near the teacher, where they can receive direct support and remain more attentive during instruction (Allen & Cowdery, 2014). Visual schedules and clear routines can help reduce anxiety, especially during transitions between activities, as children with ADHD may struggle with sudden changes in their environment. Knowing what to expect at each stage of the day gives the child a sense of control and security Vaughn et al. (2007). Additionally, providing sensory tools such as fidget toys or access to quiet spaces allows the child to self-regulate when feeling overwhelmed. According to the NSW Department of Education (2024), these tools help children stay engaged while providing outlets for managing excess energy or emotional frustration. 
4.3 Collaborative Support for Families
Collaboration between educators and families is a key element of an inclusive early childhood education program. Regular communication ensures that strategies used in the classroom are consistent with those applied at home, providing the child with a stable and unified approach to managing ADHD behaviors (Allen & Cowdery, 2014). Parent-teacher meetings can facilitate the exchange of information on the child’s progress and any challenges that may arise. Furthermore, educators can offer resources and guidance on behavior management techniques that parents can use at home. Thompson et al. (2023) suggest that involving behavioral therapists in these discussions can help align interventions across home and school environments, ensuring comprehensive and consistent support for the child.
Conclusion
Supporting a child with ADHD in early childhood education demands a holistic approach that addresses multiple developmental domains: cognitive, physical, social/emotional, and language. By employing early intervention strategies that are structured and aligned with the child’s strengths, educators can create a nurturing environment conducive to growth. A strengths-based approach, alongside consistent collaboration with families and behavioral specialists, ensures that support is comprehensive and cohesive. ADHD presents challenges but also opportunities for children to develop resilience and thrive. With the right interventions, children with ADHD can succeed in early education settings and beyond.
References
ADHD Australia. (2024). What is ADHD - ADHD Australia. https://www.adhdaustralia.org.au/about-adhd/
Allen, E. K., & Cowdery, G. E. (2014). The Exceptional Child: Inclusion in Early Childhood Education. Cengage Learning.
Ayano, G., Demelash, S., Gizachew, Y., Tsegay, L., & Alati, R. (2023). The global prevalence of attention deficit hyperactivity disorder in children and adolescents: An umbrella review of meta-analyses. Journal of Affective Disorders, 339, 860–866. https://doi.org/10.1016/j.jad.2023.07.071
Danielson, M. L., Claussen, A. H., Bitsko, R. H., Katz, S. M., Newsome, K., Blumberg, S. J., Kogan, M. D., & Ghandour, R. (2024). ADHD Prevalence Among U.S. Children and Adolescents in 2022: Diagnosis, Severity, Co-Occurring Disorders, and Treatment. Journal of Clinical Child & Adolescent Psychology, 53(3), 343–360. https://doi.org/10.1080/15374416.2024.2335625
De Rossi, P., D’Aiello, B., Pretelli, I., Menghini, D., Di Vara, S., & Vicari, S. (2023). Age-related clinical characteristics of children and adolescents with ADHD. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1069934
Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current Concepts and Treatments in Children and Adolescents. Neuropediatrics, 51(05), 315–335. https://doi.org/10.1055/s-0040-1701658
Harvard Health. (2016). ADHD medication for kids: Is it safe? Does it help? https://www.health.harvard.edu/blog/adhd-medication-for-kids-is-it-safe-does-it-help-201603049235
Hill, P. (2015). Attention-deficit hyperactivity disorder in children and adolescents: assessment and treatment. BJPsych Advances, 21(1), 23–30. https://doi.org/10.1192/apt.bp.114.013953
May, T., Birch, E., Chaves, K., Cranswick, N., Culnane, E., Delaney, J., Derrick, M., Eapen, V., Edlington, C., Efron, D., Ewais, T., Garner, I., Gathercole, M., Jagadheesan, K., Jobson, L., Kramer, J., Mack, M., Misso, M., Murrup-Stewart, C., . . . Bellgrove, M. (2023). The Australian evidence-based clinical practice guideline for attention deficit hyperactivity disorder. Australian & New Zealand Journal of Psychiatry, 57(8), 1101–1116. https://doi.org/10.1177/00048674231166329
National Institute of Mental Health (NIMH). (2023). Attention-Deficit/Hyperactivity Disorder. National Institute of Mental Health (NIMH). https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd
NSW Department of Education. (2024). Evidence-based strategies. https://education.nsw.gov.au/campaigns/inclusive-practice-hub/all-resources/primary-resources/understanding-disability/adhd/evidence-based-strategies
Peterson, T. (2022). ADHD and Learning Disabilities: What’s the Connection? | HealthyPlace. https://www.healthyplace.com/parenting/adhd/adhd-and-learning-disabilities-whats-the-connection
Salari, N., Ghasemi, H., Abdoli, N., Rahmani, A., Shiri, M. H., Hashemian, A. H., Akbari, H., & Mohammadi, M. (2023). The global prevalence of ADHD in children and adolescents: a systematic review and meta-analysis. the Italian Journal of Pediatrics/Italian Journal of Pediatrics, 49(1). https://doi.org/10.1186/s13052-023-01456-1
Singh, A., Yeh, C. J., Verma, N., & Das, A. K. (2015). Overview of attention deficit hyperactivity disorder in young children. Health Psychology Research, 3(2). https://doi.org/10.4081/hpr.2015.2115
Thapar, A., & Stergiakouli, E. (2009). An Overview on the Genetics of ADHD. Acta Psychologica Sinica, 40(10), 1088–1098. https://doi.org/10.3724/sp.j.1041.2008.01088
The Royal Children’s Hospital Melbourne. (2021). Attention deficit hyperactivity disorder (ADHD). The Royal Children’s Hospital Melbourne. https://www.rch.org.au/kidsinfo/fact_sheets/Attention_deficit_hyperactivity_disorder_ADHD/
The University of Sydney. (2019). More evidence needed to inform ADHD medication guidelines. The University of Sydney. https://www.sydney.edu.au/news-opinion/news/2019/05/29/more-evidence-needed-to-inform-adhd-medication-guidelines.html
Thompson, K. N., Agnew-Blais, J. C., Allegrini, A. G., Bryan, B. T., Danese, A., Odgers, C. L., Matthews, T., & Arseneault, L. (2023). Do Children With Attention-Deficit/Hyperactivity Disorder Symptoms Become Socially Isolated? Longitudinal Within-Person Associations in a Nationally Representative Cohort. JAACAP Open, 1(1), 12–23. https://doi.org/10.1016/j.jaacop.2023.02.001
Vaughn, S., Bos, C. S., & Schumm, J. S. (2007). Teaching Students who are Exceptional, Diverse, and at Risk in the General Education Classroom. Allyn & Bacon.
Appendix
Case Study: Liam, a 3-Year-Old Boy with ADHD
Liam is a 3-year-old boy who lives with his mother, father, and older sister in Sydney. He attends a local daycare three days a week. Liam is an energetic and active child who is always on the move. He confidently climbs the steps to the slide at the playground, demonstrating his ability to coordinate movements by reaching and stepping while efficiently supporting his weight. Liam excels in throwing and catching balls during play, showcasing his coordination and control in gross motor skills.
Despite his strengths in gross motor activities, Liam faces challenges with fine motor tasks. He often grips a crayon too tightly, causing his drawing lines to be heavy and shaky. When using scissors, Liam struggles to follow the cutting lines smoothly, often resulting in uneven edges. He tends to avoid activities that require fine motor precision, such as colouring within the lines or completing puzzles with small pieces.
Liam is curious and eager to learn but has difficulty maintaining focus on a single task for an extended period. For example, during Storytime at daycare, Liam will initially sit and listen but quickly becomes distracted, often getting up to explore other areas of the room. He might pick up toys or touch objects on shelves, and when asked to return to the group, he often resists, wanting to continue his exploration.
Liam is sociable and enjoys interacting with other children and adults. He frequently initiates play with his peers, though his impulsive behaviour can sometimes lead to conflicts. For example, Liam may grab a toy from another child without asking or push ahead in line for a turn on the slide. These actions often result in disputes, as his peers may become frustrated with his behaviour. Despite this, Liam is generally well-liked by his peers, who appreciate his enthusiasm and willingness to play.
Liam can communicate effectively, using complete sentences to express his thoughts and needs. He enjoys talking and often engages in conversations, especially when discussing topics that interest him such as sharks, trucks and hungry caterpillar. However, his impulsivity can affect his communication; he frequently interrupts others, talks over them, or changes the subject abruptly.
Liam finds it challenging to regulate his emotions, particularly when he is frustrated or disappointed. For example, if he is unable to complete a task, such as building a tower with blocks, he may knock the blocks over in frustration or throw them across the room. Transitions between activities are particularly difficult for Liam. When asked to stop playing and move to a new activity, he may protest by crying, shouting, or refusing to participate.
Liam has been diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) by his paediatrician. To support his development, his daycare providers have implemented strategies such as using visual schedules to help Liam understand daily routines and providing frequent breaks during activities that require sustained attention. His parents are working with a behavioural therapist to develop strategies to manage Liam’s impulsivity and emotional regulation at home.
Liam is a bright and energetic child who faces challenges due to his ADHD. With the right support and interventions, he is learning to manage his impulses and focus on tasks, both at daycare and at home. Various professionals involved in Liam's care include his paediatrician, behavioural therapist, and daycare providers, all working together to ensure Liam's continued growth and development." IEP Plan

Goals should be SMART.
Check the draft.
IEP plan is based on last case study.



Presentation
Based on the last assessment (Report) (Case Study).
It should be bullet points, dot points, and/or pictures.

Don't write too much.
Firstly, add areas of exceptionality based on case study.
The practice plan (based on last assessment report) will be implemented in the classroom.
Add screenshot/picture of IEP + case study at the end of the presentation.
Must add in-text citation. Reference the picture as well. At the end, add reference list. this is the IEP template "Child’s Name:   
  
                      	Date of Birth:	IEP/ILP Date:
People involved in setting IEP/ILP: 

                                                                                     	Home language/s:


What can the child do now? Strengths / Interests? Refer to previous IEP/ILP unless this is a first IEP/ILP or new target.



Area of concern
Developmental Domains, Self Help, Transition to School	Long Term Goal 
(Target – This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed)	Short Term Goal 
(Target – This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed)	Teaching Strategies and Resources Required	Review
Tick as appropriate and comment on progress towards target




	


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IEP/ILP Meeting

	Parent/Carer Sign:	Service Rep Sign:	Proposed Review Date:
Review meeting

	Parent/Carer Sign:	Service Rep Sign:	Actual Review Date:


Who Supports the Child:	


Name of Support Staff and Role	Type of Intervention" and this is filled sample for anothewr child of IEP "Child’s Name: Felix
  
                      	Date of Birth: 16/04/2021 (3.5 years)	IEP/ILP Date: 16/09/2024
People involved in setting IEP/ILP: Fedric and Maria

                                                                                     	Home language/s:
English

What can the child do now? Strengths / Interests? Refer to previous IEP/ILP unless this is a first IEP/ILP or new target.
Felix can feed himself, locating his belongings, independently wash his hands, enjoys spending time with adults, and will easily initiate conversations by responding to questions. He is capable of correctly following directions and is currently developing his ability to take turns. Felix prefers to play solitarily but can initiate his own activities and completes them independently.


Area of concern
Developmental Domains, Self Help, Transition to School	Long Term Goal 
(Target – This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed)	Short Term Goal 
(Target – This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed)	Teaching Strategies and Resources Required	Review
Tick as appropriate and comment on progress towards target
Language Skills (Expressive, receptive, and articulation)



	Expressive: For Felix to be able to initiate conversations independently with his peers in six months.

Receptive: For Felix to be able to comprehend (2-3) sequential instructions by the end of the year.

Articulation: For Felix to be able to speak in short sentences by the end of the year.	Expressive: For Felix to be able to articulate his emotions with the support of an educator to manage conflicts in three months.

Receptive: For Felix to be able to comprehend singular simple instructions with minimal support within three months.

Articulation: For Felix to be able to increase his vocabulary with ten new words within 2 months.	Emotion Flash Cards





Break-down instructions into simple parts using simple language.




Assistive Ware - Proloquo2Go - https://www.assistiveware.com/products/proloquo2go

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Motor Skills



	For Felix to be able to play various ball games unassisted by the end of the year. 	For Felix to be able to throw balls a short distance with some support in three months. 	Modelling and Physical Moulding	Not Met   □     Partially Met    □
Fully Met  □     Exceeded      □
Social Interactions with Peers



	Addressed in Language Section	Addressed in Language Section		Not Met   □     Partially Met   □
Fully Met  □     Exceeded      □
Developing Appropriate Play Skills



	Addressed in Language Section	Addressed in Language Section		Not Met   □     Partially Met   □
Fully Met  □     Exceeded      □
IEP/ILP Meeting

	Parent/Carer Sign:	Service Rep Sign:	Proposed Review Date: 16/09/2025
Review meeting

	Parent/Carer Sign:	Service Rep Sign:	Actual Review Date: 20/09/2025


Who Supports the Child:	


Name of Support Team and Role	Type of Intervention
Speech Therapist	Speech Pathology
Special Education Teacher

	Support with activities, help with goal setting, strategies, reviewing goals, supporting educational team,
Parents

	Primary caregivers and support providers"