# How do I write an individual learning plan for an autistic student?

> What goes into a good plan, how to write goals and adjustments, and how to keep families involved.

URL: https://theautismkit.com/guides/individual-learning-plan-autism
By The Autism Kit team · Updated 2026-09-27

**Short answer:** An individual learning plan (ILP) sets out a student's strengths, priority goals, the adjustments and supports that help, who does what, and when the plan will be reviewed. For autistic students, strong plans are built with the student and family, focus on a few meaningful goals, and name specific supports like visual timetables, breaks and communication tools.

**Key takeaways**
- Start with **strengths** and what matters to the **student and family**.
- Choose **a few meaningful goals** each term.
- Name **specific adjustments** and **who does what**.
- **Review regularly** with the family.

## What goes into a good plan?

| Section | What to include |
| --- | --- |
| About the student | Strengths, interests, how they communicate, what helps |
| Priority goals | Two to four clear, measurable goals for the term |
| Adjustments | Visual timetable, breaks, seating, extra time, sensory supports |
| Who does what | Teacher, teacher aide, family, therapists |
| Review | When and how progress will be checked |

## How do I write goals?

Make each goal specific and observable: "Using a visual timetable, Sam will move between classroom activities within two minutes in 4 out of 5 transitions by the end of term."

Good goals often focus on communication, independence in routines, participation and wellbeing, and they should matter to the student and family.[3]

## How do I involve the student and family?

Schools must consult students and families about adjustments.[1][2] In practice:

- Ask families what works at home
- Ask the student what helps them, in their own way
- Share a short draft before the meeting
- Agree how you'll keep in touch

**Start with a profile.** A one-page pupil profile in the student's words is a quick way to capture strengths and what helps, and it makes the
  plan more personal.

## What makes plans work in practice?

**Try:**
- Adjustments everyone can see and use daily
- Sharing the plan with relief teachers and aides
- Short progress notes each week

**Skip:**
- Long plans nobody reads
- Goals copied from another student
- Reviewing only at the end of the year

**Adjustments and reporting.** The adjustments in the plan are also evidence for the NCCD. See [What is the NCCD?](https://theautismkit.com/guides/nccd-levels-of-adjustment)

Free printable: [Free printable: one-page pupil profile](https://theautismkit.com/printables/pupil-profile.pdf)

## What can I do this week?

- [ ] Write a pupil profile with the student
- [ ] Draft two priority goals
- [ ] Share the draft with the family before meeting

## Common questions

### Is an ILP the same as an IEP?

They're similar ideas with different names. Australian states and schools use terms like individual learning plan, individual education plan or personalised learning plan. In the US, an IEP is a specific legal document.

### How many goals should an ILP have?

A few, usually two to four priority goals per term, so they can be taught and measured well.

### How often should it be reviewed?

Many schools review plans each term, and sooner if something changes. Follow your school or system's policy.

## Sources

1. Australian Government Department of Education: Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005
2. inclusionED: The Disability Standards for Education II, making reasonable adjustments. https://www.inclusioned.edu.au/practices/disability-standards-adjustments
3. Autism CRC: Supporting autistic children national guideline. https://www.autismcrc.com.au/best-practice/supporting-children

General guidance, not a diagnosis or treatment plan. Talk with your pediatrician or a developmental specialist about your child's care.