Plan educational support based on observed strengths, participation and learning needs. Integrate classroom adjustments with school-level support, family collaboration and appropriate referral. Consider disability, learning differences, psychosocial barriers and transitions without undertaking diagnosis or replacing specialist assessment.

Learning outcomes

  • Separate educational observation from diagnosis.
  • Prepare a support plan with measurable learning and participation goals.
  • Identify when referral or safeguarding procedures are required.
  • Coordinate classroom and school-level actions.
  • Review support using proportionate evidence and learner feedback.

Main topics

  • Strengths-based observation and support planning
  • Literacy, numeracy and learning differences
  • Sensory, physical and communication access
  • Positive behaviour support and wellbeing
  • Screening, identification, assessment and support processes
  • School and district support teams
  • Safeguarding and professional referral
  • Transitions and reviewing support

Practical task

Using a supplied fictional case, create an individual support plan and a school support pathway. Include baseline observations, two prioritised goals, classroom adjustments, family consultation, referral criteria and a six-week review schedule. Explain how your approach changes between South African and Zimbabwean settings.

Assessment

Submit the case portfolio and respond to a scenario in which the first support approach has not worked. Assessment considers appropriate scope, feasibility, safeguarding and reasoned adaptation.