What is an individual activity learning plan?

Early childhood educators and teachers have the responsibility to support all children by planning learning programs that are clear and purposeful.

When it comes to children with autism, a personalised learning plan becomes even more important. Every autistic child has unique needs, strengths, and interests, so a one-size-fits-all approach simply doesn’t work. An individualised activity learning plan (ILP) helps educators better understand an autistic child so that they receive the support they need to engage fully in their early learning. 

What is an ILP?

An Individual Activity Learning Plan (ILP) is a personalised and comprehensive educational strategy designed to support the learning and development of a specific child, such as a child with autism. This profile informs the child’s current educational plan and serves as a reference for all educators in an early learning setting, ensuring that the child’s needs are met consistently. By understanding the whole child, educators can design learning experiences that resonate with them, making education a more meaningful and enjoyable experience.

Children with autism often experience the world differently from their peers, which can affect how they engage in learning and other activities. An ILP details strategies tailored to the child’s specific needs, helping them to participate more actively in their early learning environment. These strategies might include creating additional resources to encourage communication or adapting certain activities or learning environments to accommodate sensory sensitivities. Educators can create a more inclusive and supportive learning environment by addressing the child's support needs.

One of the key benefits of an ILP is that it provides a structured way to document the child’s progress. Educators can use the plan to record observations, noting how the child responds to different strategies and activities. This documentation helps educators track the child’s development and identify where learning plans or support strategies are not working or need to be changed. These observations and adjustments can then be easily shared with families and therapists supporting the child, helping everyone stay informed and confident that the child is receiving the support they need.

In early childhood education settings, staff changes and casual staff are common. An ILP is a valuable resource for new or temporary educators, providing them with a detailed understanding of the child’s needs, preferences, and effective strategies to support them. This helps all educators to feel comfortable and confident when teaching or working with your child, which benefits everyone. ILPs also ensure that an autistic child receives consistent support, even when familiar staff are unavailable, which can reduce anxiety. 

What makes this plan effective?

Reflects family and therapy goals

When designing an ILP for a child with autism, one of the first considerations should be the goals set by the family and any professionals supporting the child. These goals might focus on developing specific skills like communication, social interaction, or sensory regulation. Educators should communicate with families and professionals to align an ILP with these goals so that the child receives the consistent and targeted support they need.

Encourages engagement, participation and play

Children with autism may require additional support to engage actively in an early learning environment. This could include visual schedules explaining the day’s routine or fidget toys for safe stimming and emotional regulation. A child who is sensitive to noise might benefit from noise-cancelling headphones during group activities or outdoor play, while a child who struggles with transitions might need a visual timer to help them move from one activity to another.

Play-based learning is a very effective approach to education for all children, particularly those on the autism spectrum. It encourages exploration, creativity, and social interaction, which are important for development. A successful ILP for an autistic child will prioritise play-based learning and outline how it can be adapted to best suit a child’s needs.

Involves the child’s strengths and interests

One of the most effective ways to engage a child with autism in learning is to incorporate their interests and strengths into the activities. Recognising and building on an autistic child’s strengths can boost their confidence and encourage them to take on new challenges with greater enthusiasm. Another way to encourage active participation is to involve a child’s interests and passions in activities and procedures. For example, if a child loves trains, an educator might design a numeracy activity that involves counting train cars or reading a storybook featuring trains. By reflecting the interests of autistic children in their activities, educators can make learning more accessible and appealing. 

Considers sensory sensitivities and the environment

Many children with autism have sensory sensitivities that need to be considered when designing an ILP. The early learning environment should be adapted to minimise sensory overload and create a calming space where an autistic child can focus and engage. This might involve dimming the lights, reducing background noise, or providing a quiet corner where the child can retreat if they feel overwhelmed. Sensory supports should be integrated into the learning plan, with activities designed to either stimulate or calm the senses (e.g., headphones for noisy environments or activities or fidget toys for safe sensory-seeking behaviours).

Encourages peer interaction and inclusion

Social interaction is a vital aspect of early learning, and it’s essential to create opportunities for children with autism to interact with their peers. This can be done by designing activities that include the child’s special interests so that other children can engage with them. For example, educators could run a group activity where an autistic child and their peers play with trucks in a sandpit if trucks are of special interest to the autistic child. This not only supports the child with autism but also encourages their peers to learn about and appreciate their interests.

Some children with autism may feel more comfortable in smaller groups, where they can receive more individual attention and are less likely to be overwhelmed by noise and activity. Educators should consider whether the child would benefit from participating in smaller group activities and design learning plans appropriately. Smaller group sizes can also provide more opportunities for meaningful social interaction, helping the child to develop their social skills and build relationships with their peers.

Implementing and evaluating an ILP

Once an individualised activity learning plan has been designed, the next step is implementation. This involves integrating the plan into the child’s daily routine and closely monitoring its effectiveness. It’s important to remember that an ILP is not a static document; it should be regularly reviewed and updated based on the child’s progress and changing needs.

Collaborating with families and the child’s support team

Effective implementation of an ILP requires collaboration with the child’s family and support team. Families can provide valuable insights into the child’s behaviour and preferences, while therapists can offer professional guidance on evidence-based strategies that may be effective. Regular communication between educators, families, and support teams ensures everyone is on the same page and working towards the same goals.

Observing and documenting progress

As the learning plan is implemented, educators should observe how the child responds to different activities and strategies. These observations should be documented in the ILP, providing a record of the child’s progress. This documentation can be used to identify which strategies are working well and which may need to be adjusted. For example, if a child is consistently disengaged during a particular activity, modifying the activity or trying a different approach may be necessary.

Adjusting the plan as needed

Children with autism can experience rapid changes in their development, and their needs may shift over time. Families and educators should be flexible and willing to adjust the learning plan as needed. Regular reviews of the ILP, involving input from the child’s family and therapy team, can help ensure that the plan remains relevant and effective. Adjustments might include introducing new activities, changing the learning environment, or updating strategies to support the child’s engagement.