Shandar Storm: S00117838

Breanna Moore: S00117622

Individual Learning Plan St. Anne Primary School

Student: Bonnie Clyde

Grade: 1/2H

Teacher: Miss Honey

Age: 6

AusVELS Level: 1

Date: 20th March 2013

1|Page

Bonnie is a six year old grade 1 student with Spastic Cerebral Palsy. As a result of her
physical disability Bonnie has restricted use of her limbs, effecting her fine motor
development. Muscle tightness in her face also restricts her oral language (Cerebral Palsy
Alliance, n.d). Due to her condition Bonnie has difficulty handwriting, perfecting oral sounds
and most forms of physical activity and therefore finds herself 12 months behind the expected
standard for her year level in these areas. Difficulties socialising with peers has negatively
affected her confidence and self-esteem.
Bonnie enjoys working with technology, listening to music and sit skiing. She is a respectful,
persistent student who excels in mathematics.

Purpose of ILPs refer to Appendix A

Planning Matrix
Characteristics

Impact on self

Motor Skills
Flexion in
knees, elbows,
wrists and
fingers, most
persistent in
wrists.
Difficulty:

Oral Language
Muscle
tightness in
facial muscles
and tongue.

Self-perception
Low selfperception, Low
self-esteem,
Low confidence

Slurred speech Hesitant

Social
Withdrawn and
reluctant to
interact with
peers
Struggles to

Impact on
others

Teaching
Strategies

Handwriting
Manipulating
objects
Moving from
one position to
another
Walking and
running
Sitting on the
floor
Students and

teachers will
have to adapt
when
gathering
during whole
class tasks as
all other
students sitting
on the floor is
not inclusive.
Ensuring the

layout of
furniture
within the
classroom
allows Bonnie
to move

around easily
During whole
class tasks, all
children sit on
chairs as
opposed to the
floor.

sounds
towards trying
make
Imprecise and
new things.
relationships
slow oral
Self put downs.
with peers.
language.
Effects social Has difficult
Reduced
interaction
contributing to
phonological
with peers.
group tasks.
awareness due
to inability to
produce
sounds
Students and Teachers must Students must
teachers must
be conscious
learn to accept
show patience
of methods of
and respect
when Bonnie
discipline.
differences.
speaks to
others, in small
and whole
class groups.

Ensure to have a Strongly

Setting more
5 minute one
encourage
group tasks
on one
students to
with varied
conversation
give positive
group
with Bonnie
praise and
members.
each day.
feedback
Encourage
Inclusion of
within the
Bonnie to
songs across
classroom (e.g.
participate in
curriculum
after
organised
topics to assist
presentations,
lunch time
pronunciation
within group
activities (e.g.
of words.
work etc.)
school choir,
Ensuring to take
book club)
the extra time
to praise and
positively
encourage
Bonnie within
the classroom.

Entry Skills
Strengths
Persistent
Respectful
Good at Mathematics
Use of Technology

Weaknesses
Restricted movement of
Limbs
Literacy
Physical Activity
Low Social skills
Negative Self-perception

Interests
Listening to Music
Sit Skiing
Technology

Long Term Learning Goals

Goal 1: By the end of the year Bonnie will productively contribute to the group during group
or whole class tasks at least once every day four out of five school days.
Goal 2: By the end of the year bonnie will be able to independently complete simple daily
classroom tasks and activities which involve object manipulation 90% of the time, assisting
her daily participation within the classroom.
Goal 3: By the end of the year, Bonnie will independently and orally identify, count and
delete syllables in up to three or four syllable words 80% of the time.

Goal 1:
Development of social skills assist students to become more successful in school through the
sustaining of relationships with peers and adults, improved academic outcomes and the
understanding of social and behavioural expectations (Simonsen et al., 2012). By
encouraging Bonnie to participate in group activities and discussions, skills such as decision
making, trust building, turn-taking, active listening and conflict management can be
developed and consequently assist the progress of the above positive outcomes (Frey., Fisher.,
& Everlove, 2009)

Learning Area
Social Development

Link to the Curriculum

AusVELS: Foundation:
Interpersonal Development
students identify the qualities of a friend and demonstrate care
for other students. They contribute to the development of positive
social relationships in a range of contextsStudents describe basic
skills required to work cooperatively in groups. (VCAA, 2013)

Long Term Goal

By the end of the year Bonnie will productively contribute to the group during group or
whole class tasks at least once every day four out of five school days.
Short Term Goal 1
By the end of the first term, Bonnie will productively contribute when working in pairs
through undertaking an equal share of the workload and voicing her opinions 80% of the
time pair work is set.
Short Term Goal 2
By the end of the second term, Bonnie will productively contribute when working in small
groups through undertaking an equal share of the workload and voicing her opinions 80% of
the time group work is set.
Short Term Goal 3
By the end of the third term, Bonnie will productively contribute to whole class discussions
by voicing opinions and suggestions 80% of the time.
Short Term Goal 1
Activity/Strategy
1) Singing Songs

Purpose/Benefits
Bonnie has an interest in music, this therefore
should be a task that she would enjoy.

As a whole class, play and sing along

to songs like No One Like Me once a This song can benefit a whole class by
week (Appendix B).
emphasising the specialness associated with
their individuality. It will also help the students
accept diversity and everyones uniqueness.
Having Bonnies class members understand
this will help them accept and include her in
their school work and friendship groups.
Bonnies hesitance towards social situations
stems from her negative self-perception.
Having her understand the message of this
song could help her accept and appreciate her
differences, and therefore may encourage a
more likeness to participate in social situations.
2) Plan a whole class task for any subject
which is based around Music
E.g. Reading
Choose a book that is related to

This not only helps relate the reading topic to

the students lives but also allows Bonnie to
show her intelligence and knowledge in the
area. This is often met by admiration from

Music
Discuss with students before
reading what they know about
music, give Bonnie ideal
opportunities to share her
opinions. Let her share her
knowledge and be an expert on
the topic.
Throughout the lesson, allow
Bonnie to share anything relevant
to the lesson topic.

peers and could lead to social discussions with

Bonnie after the whole class task.

3) Organise paired and grouped activities

across the curriculum.

Pair and group work assist the development of

interpersonal skills such as collaboration
(Frey., Fisher., & Everlove, 2009). Bonnie can
be paired with more or less able students
depending on the learning area which gives her
the opportunity to be both learner, such as in
literacy and teacher, such as in mathematics.
(Winch, Johnston, March, Ljungdahl, &
Holliday, 2010)

4) Providing opportunities for play

within the classroom setting

Play is foundational to students cognitive,

social, physical and emotional development
(Lillard et al., 2013). Play opportunities can
assist development of skills such as sharing,
negotiating, resolving conflict and leadership
(Milteer & Ginsburg, 2012).

Goal 2:
The refining and mastering of gross and fine motor skills is a crucial part of a child's
development, which leads to a child's independence when completing everyday tasks and
activities both at home and at school. By not having these skills a child can be affected in
many crucial areas of learning and development, this being the reason why Bonnies minimal
development in fine motor skills has become an area of focus within the ILP.
Learning Area
Fine Motor Skills

Link to the Curriculum

ACARA: Foundation Band of Learning:
Through the development of fine and gross motor skills, physical

play, manipulation of equipment and spatial awareness, children gain

a strong sense of movement competence and become sufficiently
skilled and confident to participate in everyday tasks and movement
activities (ACARA, 2011).
Long Term Goal:
By the end of the year Bonnie will be able to independently complete simple daily classroom
tasks and activities which involve object manipulation 90% of the time, assisting her daily
participation within the classroom.
Short Term Goal 1:
By the end of term 1, Bonnie will be able to independently manipulate and therefore
effectively use common classroom objects/resources 30% of the time.
Short Term Goal 2:
By the end of term 2, Bonnie will be able to independently manipulate and therefore
effectively use common classroom objects/resources 50% of the time.
Short Term Goal 3:
By the end of term 1, Bonnie will be able to independently manipulate and therefore
effectively use common classroom objects/resources 70% of the time.
Activity/Strategy
1)

Playdough

Purpose/Benefits
Playdough can strengthen and improve fine and bilateral motor
skills (Scholastic, 2013).
The muscles we use to hold a pencil are the same muscles we use
when playing with playdough (Scholastic, 2013). Therefore, by
Bonnie manipulating playdough through squeezing, rolling and
patting prior to a handwriting task, she will be warming up the
vital muscles needed to complete the set work during a writing
class.

Bonnie will be
able to use
playdough when
doing some maths
activities and
games. The
playdough will be
used instead of
counters where
appropriate.

Due to Bonnies inability to independently manipulate small

objects, she struggles to complete tasks which use math resources
such as counters and the likes. Allowing Bonnie to use playdough
as a substitute will not only be assisting the strengthening of her
fine motor skills through the playdough manipulation, but she will
be able to create her own counter like objects which she can
handle and effectively use, therefore allowing her to participate in
the same activities and games as the other students.
This should benefit Bonnie by assisting her to work towards
eventually using math resources like counters.
TIP: To encourage a more frequent improvement in fine motor
skills and to include her family within the learning process,
Bonnie should have access to playdough whilst at home.

2) Stickers

Stickers are a great way to encourage and reward any of Bonnies

work, behaviour or achievements (also assisting with the

When rewarding
Bonnie with
stickers, allow her
to place the sticker
on herself or on her
work by herself.

development of a positive self-perception). To apply a sticker to a

page or to ones self, it requires the use of finger tips and small
precise movements. Having Bonnie manipulate the sticker herself
is allowing her opportunity to practise refining the fine motor
skills within her fingers (Oram, J., 2009).
Practising such movements and muscle use should benefit Bonnie
in eventually being able to independently do classroom tasks
which use precise finger movements like doing up her Velcro
shoes, opening her zip closed lunch box and gluing paper.
TIP: encourage Bonnies family to provide her with sticker
activity books to complete whilst at home.

3) PE Lessons: Using
Bean Bags.

Bonnie can participate in the same throwing, catching and aiming

PE lessons as her peers if she is given the opportunity to use bean
bags as a pose to balls. A bean bag is a lot easier to hold and
Have Bonnie using control as it moulds to ones hand.
bean bags instead
Using bean bags will assist in developing her motor skill
of balls in
development, both fine and gross, and also assist in other areas
throwing, catching like coordination and balance.
and aiming focused Being able to more easily participate in PE lessons will encourage
PE lessons.
her willingness to have a go and try new things (linking to
development in her confidence). Physical activity also promotes
better health and wellbeing and encourages team work, both
which can be beneficial to Bonnies other focus areas; social skills
and self-perception.
This strategy is inclusive as lessons have been slightly altered so
that Bonnie remains in the general classroom, working with
others, as opposed to learning in a secluded setting. (Prater, 2010)

.
4) Writing Lessons:
Finger Warm Ups.
At the beginning of
a writing lesson,
have the students
participate in a
finger warm up
activity.
Ensure to monitor
Bonnies success in

Example warm up tasks: Appendix C

This task would not only benefit Bonnie, but would assist most
students at this year level in a handwriting task. Taking 5 minutes
to implement this strategy before each writing lesson will help
Bonnie control the fine motor movements within her hands and
therefore positively impact her handwriting. This strategy also
promotes an inclusive environment as it keeps Bonnie included
within the mainstream lesson of the entire class.

the activity and

give assistance
when necessary.

Goal 3:
Bonnies oral language skills are crucial to assist the development of phonological knowledge
which influences her ability to read and write. Her slow, slurred and unclear speech affects
the sounding-out and oral production of words. Knowledge of syllables within words is a key
level of phonological development, crucial to the reading and spelling aspects of literacy
(Fellows & Oakley, 2010; Winch et al., 2010).

Learning Area
Oral Language

Link to the Curriculum

AusVELS: Foundation Level:

Speaking and Listening:

Recognise rhymes, syllables and sounds (phonemes) in spoken
words(VCAA, 2013).
Long Term Goal
By the end of the year, Bonnie will independently and orally identify, count and delete
syllables in up to three or four syllable words 80% of the time.
Short Term Goal 1
By the end of term 1, Bonnie will be able to orally identify and count the syllables in three
or four syllable words 80% of the time with assistance.
Short Term Goal 2
By the end of term 2, Bonnie will be able to orally identify and count the syllables in three
or four syllable words 80% of the time independently.
Short Term Goal 3
By the end of term 3, Bonnie will be able to orally identify, count and delete the syllables in
three or four syllable words 80% of the time with assistance.

Short Term Goal 1

Activity/Strategy

Purpose/Benefits

1)

Setting syllable identification tasks

within Bonnies Zone of Proximal
Development and use of teacher
scaffolding strategies to work towards
independence.
The teacher can scaffold Bonnies
learning through techniques such as;
joining in as a co-learner, directing
attention, extending understanding and
demonstration (Fellows & Oakley,
2010)

The Zone of Proximal Development is the

distance between the level of the childs
knowledge or understanding of a topic and
their potential development in the same area
when supported and guided by adults or
skilled peers. The scaffolding provided
throughout this learning is gradually
lessened and finally removed so that Bonnie
is able to work independently (Hyde &
Rymarz, 2008).
Use of questions, prompts, redirecting
statements and suggestions (Fellows &
Oakley, p.115) are beneficial scaffolding
techniques.
Bonnies teacher is able to listen and observe
her development, direct her attention to
important pieces of information (such as a
letter that helps identify a syllable in a
certain word) and model through verbalising
their own thoughts (Fellows & Oakley,
2010).

2)

Produce examples and words from

Exposure to rhymes, poems, songs and

rhymes to assist identification and

counting of syllables

language play add enjoyment and are

valuable tools for the development of
phonological awareness through repetition,
rhyme and the pleasurable matching of
sounds. (Winch et al., p.74)
Knowledge of words including rhyming
words is the first level of phonological
awareness and precedes the syllable level.
Therefore this strategy/activity both
concretes Bonnies knowledge of rhyme and
links it to her developing understanding of
syllables (Fellows & Oakley, 2010).

3)

Having small guided student group

activities during literacy sessions made
up of students at the same or similar
academic level as Bonnie.
E.g.
Syllable Categories
Students used pre-prepared pictures and
sort them into columns titled 1,2,3 or 4
syllables.
Students pick a picture
Say the word name of the picture out
loud
Identifying the number of syllables
in the word
Place the picture in the appropriate
column
(Fellows & Oakley, 2010)

As phonological awareness varies widely in

early years much teaching takes place in
small groups, it has been proven by research
that explicit and systematic approaches to
phonological teaching is beneficial for
students (Fellows & Oakley, 2010).
As year 1 students are still using and
extending their knowledge of syllables the
achievement of this goal can be fluently
integrated into lessons (VCAA, 2013). The
difference between Bonnie's group and other
classmates activities will be the difficulty
level.
Guided groups can assist students to try out
new skills with high levels of support from
the teacher and give the teacher
opportunities to work on each students
particular stage of development and cater to
the needs of smaller groups within the
classroom (Winch et al., 2010).

4)

Linking Bonnies interest in music to

encourage clear pronunciation of words
through singing songs as a whole class.
Opportunities for Bonnie to sing such as
whole class sing along and choir
practice during lunch or after school
hours.

Incorrect pronunciation can affect students

spelling, reading and writing ability as these
students often add or delete syllables within
words. Bonnie faces this challenge due to
her slurred, slow and sometimes unclear
speech. Clear articulation can be practiced
through songs and poems that reveal the
importance of pronunciation in particular
(Winch et al., p.337).
Singing supports the development of
phonemic awareness and helps students
identify and use rhyme, rhythm and build

vocabulary (Routman; Zarrillo; Miller, as

cited in Bintz, 2010)

Assessing the Learning Goals

Assessing whether or not Bonnie has achieved these goals, and if not, what it is she has been
able to achieve, will be evident through observing her capability during classroom activities.
Her accomplishments and challenges will be assessed through informal observation during
whole class, small group and individual tasks recorded with checklists and anecdotal notes.
Regular contact with colleagues involved in Bonnies development as well as parents and
caregivers will assist consistent progress of learning. Whether or not Bonnie has reached the
goals at the end of the desired time frame determines the course of action for the following
time frame and short term goal.

Appendix A
Purpose of Individual Learning Plans
It is the overall desired outcome within education that all students will achieve the learning
outcomes described in the curriculum. It is therefore within a case where a student has fallen
significantly short of one or more of their level appropriate outcomes that an Individual
Learning Plan (ILP) is created. It is hoped that with the inclusion of an ILP a student will be
able to reach the desired outcomes (Strategies to Support Young People at Risk, n.d).
With this in mind, it is therefore appropriate for Bonnie to have an ILP created, due to her
foundation year results indicating that she is 12 months behind the expected standards for the
areas of; fine motor skills, oral language and social skills. These inabilities have also had a
negative impact on her self-perception, creating another focus area for her ILP.

Appendix B
Song Lyrics:
Theres no one like me (echo)
No one like me (echo)
I am very special (echo)
I think youll agree (echo)
No one in this great big world can ever be
Exactly like one of a kind little old me
Theres no one like you (echo)
No one like you (echo)
Youre important stuff (echo)
Lets make a hullaballoo (a hullaballoo)
Listen to the fanfare there is much ado
Cause lots of people care about little old you
Theres no one like us (echo)
No one like us (echo)
Please it isnt necessary (echo)
Dont make a fuss (echo)
Oh you shouldnt have sent a rock star bus
Cause we already know we are spectacular us
(Ross, Dr. W., 2012)

Appendix C
Example warm up tasks:
In and Out: Place your hand flat on the desk. Slowly spread your fingers out wide without
lifting them from the table, then pull them back together again. (Thomas, B., 2012)
Finger Touch: Touch your thumb to each finger in sequence from the index to the little finger
and then the reverse, first with eyes open and then with eyes closed. Repeat with the other
hand and then with both hands together. (Thomas, B., 2012)

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