Writing an Individualised School Support Plan That Staff Can Use

An individualised school support plan in Lagos should help adults know what to do during an ordinary school day. A long report may contain useful information, but the working plan needs clear priorities, practical actions and a review date. Local school requirements vary, so agree the format with the school.

Replace broad wishes with observable goals

Consider the difference between improve independence and begin the first classroom activity using an agreed visual cue. The second statement identifies a situation that adults can observe. It is only an example: each target must reflect the learner's assessment, abilities and school context.

Record a starting point before judging progress. Note what currently happens and what support is needed. Include the learner's strengths and preferences so the plan is not simply a catalogue of difficulties. The child should contribute in a way that suits their communication.

Make responsibilities visible

For each priority, identify who prepares materials, who offers support and who records observations. The teacher, facilitator and therapist should understand their different responsibilities. A recommendation that everyone assumes someone else is carrying out can remain unused for weeks.

Specify the situation in which a strategy will be tried. If a support is intended for transitions, name the relevant transition and explain the agreed prompt. Do not copy a plan from another child just because the diagnosis is similar.

Use reviews to make decisions

Set a review date and decide what information will be brought. Discuss whether the strategy was used, whether it was manageable and whether the learner's participation changed. A lack of progress may call for a different task, further assessment or a revised goal, rather than simply more of the same.

Flashcells can collaborate with families and schools on therapy-related goals and school facilitation plans. Contact us to discuss the learner's current support and how a practical, shared intervention plan could be developed.