The purpose, development, and importance of Individual Learning Plans differs across educational systems and sectors right around the nation. Regardless of their origin; the value and validity of their existence is highly dependent on who contributes, how they are situated, and what they aim to achieve.
‘Planning for Personalised Learning’ challenges thought processes around individual planning. It opens up the discourse of accountability versus outcome, and explores concepts that push equity instead of compliance. Traditional methods of individual planning are transformed to include principles of inclusive pedagogy and Universal Design for Learning.
The following aspects of individual planning are explored:
• Traditional modes and thought processes
• The ‘why’
• Transforming the purpose
• Potential drivers of inclusion