EDFD Assignment 3

Student No.s S00134258 & S00147190

EDFD221 Assignment 3
Catering for Individual Student Needs
- Individual Learning Plan
By Michael Kourpanidis and Gabriel da
Cruz

EDFD Assignment 3

Student No.s S00134258 & S00147190

INDIVIDUAL LEARNING PLAN (ILP)

Review Date: 1/6/15

Date Devised: 1/5/15

Student: Jack Murray

Year Level: Grade 3

D.O.B. 19/06/06

Age: 9 yrs 4 months

Class Teacher: Diana Prince

Parents: Simon Murray
Principal Rep(PSG Chair): Alan Ball
Consultants to the PSG: (Vice Principle) David Smart
Entry Skills
Jack Murray is a bright relaxed student with a good support network. He is very popular around his peers. He is also very physically active, enjoying sports,
music and hanging out with friends. He has a healthy relationship with his teacher. Jack contributes in a variety of activities, playing in the top basketball
team for his age group. He enjoys school, but struggles due to his dyslexia, which he has been diagnosed with since he was in grade 1.

Challenges
Jack currently reads at a grade 1 level. Although his literacy levels likely will not be as consistent as his classmates, their is need for improvement in his
individual reading and his vocabulary. His literacy can further be developed by improving his handwriting and his organisation.

Learning Priorities
Jacks focus in his ILP will be improving his literacy skills. He will learn how to write joined letters and practice them being clearly formed with consistency
and also improve his reading and responding with his literature by being able to draw personal experiences from the text and commute them (AusVELS
Level 3, 2015). His organisation is priority and with attention towards it, he will be able to complete more work and be organised when commencing
lessons.

EDFD Assignment 3

Student No.s S00134258 & S00147190

Positive Partnerships Planning Matrix (Dyslexia)

Communication
Characteristics

Positives:
Jack largely expresses himself in a
positive manner when in the school
setting.
He is friendly and polite to peers and
staff.
Auditory Processing:
Jack has trouble expressing differences
between speech sounds. Specifically sh and
ch sounds.
Jack also had difficulties sounding out words
phonologically, he has trouble blending
sounds and understanding the use of
syllables, which forces him to mumble.
Jack has deficits in his verbal memory

Social interactions

Information processing &

learning styles

Positives:
Jack is a visual learner who benefits greatly
Understands the social rules of the school from visual cues and imagery.
setting.
Working Memory and organisation skills:
Jack finds information processing more
Has many friends, and can maintain
time-consuming and feels mentally drained
friendships.
which affects his learning.
Can read emotions of others and respond
Furthering this, Jack has trouble in
to peoples feelings.
remembering spoken instructions and
recalling what he has to do as work. This
Anger, frustration and control:
leads to him having poor personal
Jack has poor self-esteem. His trouble in
organisation skills.
reading and spelling cause him to express
frustration.
Spelling and writing:
Spelling precision is difficult for him, and he
Anxiety, worry:
has trouble with remembering written letters
Jack panics about other class work in settings
in the correct sequence.
where he has to contribute to a group. He
constantly worries about falling behind other
Writing is difficult for he has trouble making
peers and keeping up with any other wider
smooth automatic movements to write
curriculum activities to the point where he will
lowercase letters and symbols.
not contribute.
Jacks reads at a low level. He requires
contextual support and semantic cues
along with pictures and background
knowledge.

EDFD Assignment 3

Implications

Jacks friendly manner makes him controllable

is the school setting.
His good behaviour and positive home give
him a positive outlook on the school day.
Jack is disconnected from class activities and
group work due to communication and
memory issues. Since he does not like to be
corrected, he does not like verbally
contributing to activities or class discussions
unless in a less formal setting.

Student No.s S00134258 & S00147190

Jack understanding of emotions and social
As Jack is a visual learner, he responds
rules allows him to understand why he is getting positively to lessons which include visual
frustrated and what is acceptable behaviour.
cues and imagery.
Jacks lack of resilience causes others to get
distracted from their own work to help motivate
him.
Jacks frustration often causes him to be
isolated in the classroom for students dont
want to be around him when he gets angry.

Jacks poor memory and organizations

often causes him to fall behind in work and
be unprepared. He needs prompting in
completing tasks and instructions.
Jacks spelling is often wrong, due to his
inability to identify phonics in words.
His writing is illegible, which makes his
work difficult to correct. His ideas are good,
but cant expressing them.
His reading level causes him to dislike
group reading.

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Strategies

Extra time in focusing on speech and

confidence with speech in the school setting.
This can be provided by the education
department or government funding, or the
school. (Evely & Ganim, 2013)
More time on open class discussions allowing
a more relaxed environment for involvement
and participation.
Seeking speech pathology sessions to assist
phonological processing and other speech
skills further diagnosed by a speech
pathologist. These sessions with a speech
pathologist may be obtained in Australia using
the Chronic Disease Management Plan (Evely
& Ganim, 2013). These can also further assist
with reading and spelling and other learning
implications.

Student No.s S00134258 & S00147190

Teachers and schools will invest in the
A simultaneous multi-sensory approach to
promotion of dyslexia around the school to help teaching can present information in various
raise awareness for reasons to social outbursts ways which can support multiple learning
for Jack. They will do this by working a
styles (International Dyslexia Association,
definition which is consistent with International
2009).
Dyslexia Association (IDA) and the International
Reading Association
Organisation:
(Bond et al., 2010, P.g 10).
Providing the class with an outline on the
board that allows Jack to see what he
Pre-service training: helping teachers and
needs to be organised for throughout the
schools to establish strategies to support
day. (International Dyslexia Association,
students with and with out dyslexia with
2013).
resilience development and presence of whole
school dyslexia policies (Bond et al., 2010, p.g Jack will be provided with a diary with a
11).
school calendar in it to help his personal
This will help promote why Jack might be
organisation which will be checked by his
anxious and angry in group work activities and parent and teacher each week
in the wider school setting.
(International Dyslexia Association, 2013).
Jack will be encouraged to seek guidance when
making mistakes through positive
reinforcement. Cooperation and group work will
be encouraged and an open environment will
be established in the class that allows students
to express their feelings and personal interests
to help build independence (Victorian
Curriculum and Assessment Authority, 2014).

Spelling and writing:

Jacks focus will be on taking time with his
handwriting specifically with his lower case
letters. helping with fluency, legibility and
pencil control This will assist his spelling
and handwriting. Occupational therapy
session will help focus Jacks fine motor
skills and also assist his handwriting
legibility (Evely & Ganim, 2013).
Along with this, Jack will be given a
reduced workload to help him focus on his
handwriting legibility. Work in a text book for
example, he will be required to do every
second question, instead of them all
(International Dyslexia Association, 2013).
Since Jack reacts to visual learning, he will
note take using blank graphic organisers
(mind maps, charts) to help him list key
information in a way thats visually
appealing. This will allow him to relate

EDFD Assignment 3

Student No.s S00134258 & S00147190

information and implement his handwriting
(Dyslexia Victoria, 2015) .
Reading:
Jack will read a book at his current reading
level with the teacher. When silent reading
time happens Jack and the teacher will
outline a visual map about the book to help
him understand important ideas and words
learnt from reading. This visual map will
help him by creating an aid and increase
comprehension and vocabulary. This will
also help Jacks self-esteem and present
reading in a fun manner (Teaching
Strategies for Dyslexics, 2006).
To help Jacks enjoyment of reading and to
increase his vocabulary story tapes can
help scaffold Jacks reading at home
(Hodge, 2000).

EDFD Assignment 3

Student No.s S00134258 & S00147190

INDIVIDUAL LEARNING PLAN

STUDENT NAME: Jack Murray

Devised

00/00/00
Semester Goals
(Long Term)

Short Term Goals

(WHAT)

Jacks reading level

Jack will improve aspects of
competency will improve his vocabulary by the end of
from a level 1 to a level 2 the month.
standard by the end of
term 4.
Jack will become more
enthusiastic and find more
enjoyment in reading by the
end of the month.

Strategies/Methods
(HOW)

Mode of Delivery
(WHO / WHEN)

Mode of
Assessment

When Jack reads a story, he will create a This will take place during
visual outline map which will include words reading groups every second
he encountered that he was unfamiliar with day at his table to help with
(Teaching Strategies for Dyslexics, 2006) consistency.

Viewing his visual

outline maps and
noting if he uses
these words in his
handwriting.
Through the use of story tapes, Jack will be At home, Jacks father can
Jacks completion of
able to listen to stories as he reads along assist Jack with the story tape his required books
(Hodge, 2000). Through this, Jack can
as Jack either listens or reads will be at a faster
spend private time allocated to reading with along.
rate.
no fear of reading in front of peers.

Jack will be able to

produce neat
handwritten work which
will be easier to read,
and will contain less
mistakes by the end of
term 3.

Jack will make less mistakes Jack will be given more time to complete a The teacher will provide Jack Jacks teacher will
in his work after a two week smaller amount of work. This can allow him with clear and explicit additional count the number of
period.
to not rush through his work.
instructions on what is
self-corrections
expected from his work
(erasing or crossing
(International Dyslexia
out) that were made.
Association, 2010).
Jacks writing will become
As Jack is asked to do less work, he will be Jacks teacher will clearly
Jacks teacher will
more legible within a two week able to dedicate this extra time to focus on explain that he can do less
count the amount of
period.
producing calmer, neater work.
work in order to dedicate more illegible words in
time to creating neater work.
Jacks written work.
Jack will become more Jack will be able to use his
Through the use of a diary Jack will be able Jack will record this outline of Parent will sign his
organised by the end of diary effectively to organise
to record what work he needs to complete the day in the morning.
diary at the end of the
the month and have
himself by the end of a
for the next day and other agenda items for
week to confirm that
what he needs to
fortnight.
school.
His teacher can check that his he is using it to a
commence the school
diary has its schedule recorded helpful standard
day.
(International
Jack will record the scheduled outline on in the morning to commence
Dyslexia Association,
the board in his diary to have a copy of it the day.
2013).
for throughout the day.

KEY: 1 = Little or No Progress

2 = Satisfactory Progress

Evaluation
dd/mm/yy
1

3 = Excellent Progress/Goal Achieved

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EDFD Assignment 3

Student No.s S00134258 & S00147190

Below is a list of learning priorities that may be included in the Individual Learning Plan:
Daily Living Skills
Social Skills
Behaviour
Motor Skills
Communication
Literacy
Numeracy
Evaluation (Comments pertaining to the students performance/ learning against the set goals).
___________s achievements as of dd/mm/yy
Number of days absent:

EDFD Assignment 3

Student No.s S00134258 & S00147190

References

AusVels Level 3,. (2015). AusVels Level 3 Achievement Standards. Retrieved 22 May 2015, from http://ausvels.vcaa.vic.edu.au/Level3
Bond, J., Coltheart, M., Connell, T., Firth, N., Hardy, M., & Nayton, M. et al. (2010). Helping people with dyslexia: a national action agenda
(1st ed., pp. 10, 11). Retrieved from http://www.dyslexiaaustralia.com.au/DYSWP.pdf
Department of Education and Training,. (2015). Resources: Inclusive Classroom School Resource.Education.vic.gov.au. Retrieved 20 May 2015,
from http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/pages/swdresources.aspx
Dyslexiavictoriaonline.com,. (2015). Dyslexia Victoria. Retrieved 21 May 2015, from
http://www.dyslexiavictoriaonline.com/lestavikidy.html#.VV7ESEuQxuZ
Evely, M., & Ganim, Z. (2013). Working with children with dyslexia (1st ed.). Retrieved from
http://www.psych4schools.com.au/excerpt/dyslexia
Evely, M., & Ganim, Z. (2013). Working with children with dyslexia. Psych4schools.com.au. Retrieved 20 May 2015, from
http://www.psych4schools.com.au/excerpt/dyslexia
Hodge, P. (2000). A Dyslexia Association International, Dyslexia the Gifts Web Site:. A Dyslexic Child in the Classroom: A guide for teachers
and parents. Retrieved 20 May 2015, from http://www.dyslexia.com/library/classroom.htm
International Dyslexia Organisation. (2009) Multisensory structured language teaching [Fact sheet]. Retrieved from
http://www.decodingdyslexiaiowa.org/wp-content/uploads/2014/05/IDA-Fact-Sheet-MSLTeaching.pdf

EDFD Assignment 3

Student No.s S00134258 & S00147190

International Dyslexia Organisation. (2010) Knowledge and practice standards for teachers of reading [Fact sheet]. Retrieved from
http://www.decodingdyslexiaiowa.org/wp-content/uploads/2014/05/IDA-Knowledge-and-Practice-Standards-for-Teachers-ofReading.pdf
Reading Rockets,. (2013). Accommodating Students with Dyslexia in All Classroom Settings. Retrieved 19 May 2015, from
http://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-settings
Teaching Strategies for Dyslexics. (2006) (1st ed., p. 21). Retrieved from
http://www.visd.com/depart/specialprograms/dyslexia/dyslexia_handbook_teacherstrategies.pdf
Victorian Curriculum and Assessment Authority,. (2014). Students with Disabilities Guidelines (1st ed., p. 6). Melbourne: Victorian Curriculum
and Assessment Authority. Retrieved from http://ausvels.vcaa.vic.edu.au/static/docs/AusVELS-SWD-guidelines.pdf

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