INDIVIDUAL LEARNING PLAN

I.L.P. 2 / 2 (No. of ILPs in current year / Total number ILPs)

Review Date: 01/08/2015
Date Devised: 19/04/2015 for Term 3
Student: Daniel
Year Level: Foundation
D.O.B. 30/05/2009
Age: 5 years 11 months
Program Support Group Members consulted in devising this plan:
Class Teacher: Amanda Chiera
Parents: Mary Fielding
Principal Rep (PSG Chair): Bob Reynolds
Consultants to the PSG:
Speech Pathologist
Teachers aide
Occupational Therapist
Additional Reports:
- General Practitioner
- Speech Pathologist
Background Information
Relevant Medical/Diagnostic Information:
Daniel been recently diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). With assistance from his GP and mother we are currently gauging and
trialling Daniels response and behaviour on Ritalin, taking half a tablet in the morning and half a tablet at lunch.
He is also currently in the process of being tested to see if he is on the Autism spectrum.
He has a strong relationship with his mother and sisters but a lack of male influence with no father in the picture. He is able to form strong and reliant
relationships with his classroom teacher and classroom aide however struggles to create bonds and find things in common with his peers.
He has a great deal of energy and enjoys being outside and running around. Daniel has a strong interest in Soccer and loves being able to talk about it.
Other information:
Language spoken: English
Agencies involved: Yarra City Council Social Workers, Allied Health Services
School history:
Daniel is in his first year of Primary school, having spent 2 years in Kindergarten for 3/4 days a week. At this stage he has required a classroom aide in the
classroom to assist with his individual needs, including medication and maintaining his focus in class and staying on track with tasks.
Whilst Daniel is on track in his reading and maths, this ILP an early intervention strategy (AEIOU, 2015) and is focussed on his social and emotional
development, this is to ensure these elements become positive aspects of him and his future learning, rather than a hinderance.
It is of utmost importance that Daniels behaviour is controlled and he forms relationships with his peers in the classroom so that he becomes a positive asset
in the classroom.

Entry Skills (What the student has achieved):

Gets along with adults and communicates confidently with teachers
Energetic
Learns well with practical tasks (kinesthetic learner)
Reads at the expected level
Can write, however handwriting is illegible
Learns best with concrete materials when completing maths problems.
Mathematics and English at low to average expected level, however social and emotional development is impinging on learning.
Works well alone
Struggles to form connections with peers
Can see peers as a threat to his connection with the teacher

Challenges (Areas for Improvement):

Lacks conversational skills
Unexpressive tone
Calls out in class
Easily aggravated
Self - Centred, does not consider others needs
Inability to share
Gets along better with adults (seeks their attention and approval) than with peers.
Has difficulty working in a group environment
Struggles with change in routine
Difficulty with attention and memory
Needs repeat instructions
Lacks ability and focus to stay on task
Forgets instructions and order of tasks
Has difficulty with auditory learning
Due to his challenges, other students are reluctant to play or work with him

Learning Priorities (Future Learning):

Social skills building
Communication skills
Behaviour control
Controlling and recognising emotions
Building resilience
Helping to see peers as equals
Build on handwriting skills
Develop ability to focus on task and attention to instructions
Provide kinesthetic activities over auditory, encouraging engagement.

PLANNING MATRIX
Communication
Characteristics

Implications

Social Interactions

Sensory Processing

Information processing
& learning styles

Lacks
conversational
skills with peers
Unexpressive
tone
Calls out in
class

Easily aggravated
Self-centered
Inability to share
Gets along better with
adults (seeks their attention
and approval than peers
Struggles in group work
Struggles with changes in
routine

Interested in sports
and active tasks
Always seeking
attention of teacher
Becomes aggressive
when schedule is changed

Difficulty with
attention and
memory
Repeat
instructions

Kinesthetic
learner
Difficulty with
attention

Inability to
communicate
intended
meaning
Can seem
aggressive

In group work must be

paired with strong, patient
students
Little or no strong
relationships with peers, peers
resent the attention he gets.
Peers interaction or lack of
Daniel may result in bullying
and pose a threat to his
emotional wellbeing.

Interrupts other
students, other students
are neglected because of
the constant disruptions
Distracted when he
can see other classes
playing sport outside

Doesnt stay on
task
Forgets
instruction and
order of tasks

Struggles with
auditory learning

Positive reinforcement of
good behaviours
Rewards for positive
behaviour, being able to
choose his own partner
Using PATHS to express
emotions to teacher and class
Retreat area or item for
Daniel to have to calm down or
as reward
Provide schedule of day at
commencement of the day

Must inform him

quietly any sudden
changes in schedule to
ensure ease in transition
Reward him with 5
minutes on the Ipad on
Mathletics or another
similar education app, if
he completes a task when
he is beginning to get
aggravated.

Need to provide
visual and auditory
instructions, may
need hands on
instructions for
certain tasks
Repetition of
instructions

Adjust tasks
to suit his
preferred learning
styles
Adjust task to
suit his interests
and engage his
attention.

Strategies

Restricted Interests
Repetitive behaviour

Speech
Pathologist
Ensuring 1 on
1 conversations
are modelling
appropriate
communication
Positive
reinforcement of
students
modelling
positive
behaviours, when
Daniel is calling
out etc.

INDIVIDUAL LEARNING PLAN

STUDENT NAME: Daniel
Semester Goals
Short Term Goals
(Long Term)
(WHAT)
Successfully remain
focused on the task at hand
for 5 minutes.
To improve
attention and ability
to stay focused on
task at hand.

Learning to follow
instructions sequentially
from the board.

To identify,
communicate and
control challenging
emotions eg. stress,
anxiety, frustration
and feelings of
being overwhelmed.

To retreat to safe space

when feeling overwhelmed.

Identify emotional state

using PATHs Program
(developing self awareness
of emotions).

Strategies/Methods
(HOW)
Daniel has a 5-minute sand timer at
his desk. He takes responsibility for
himself, aiming to stay focussed for the
entire 5 minutes.

Break down tasks into simple steps,

record these, use images to
accompany instructions.

Daniel can sit quietly in the cushion

corner for a short period of time to
breath deeply, read a book, and
process his emotional state. This may
involve holding his favourite toy.

PATHs (Kids Matter, 2015) will be

implemented for the whole school, in
each classroom. When Daniel is
feeling challenging emotions, he
chooses a face or draws a face to
represent and communicate his
current emotional state (Blues Print
Programs, 2015).

Devised: 01/05/2015
Mode of Delivery
Mode of
(WHO / WHEN)
Assessment
The teacher and teacher
Daniel receives
aide monitors Daniel and
an average of 6
his self-timing. For every 5stars per day.
minute period that Daniel
Rewards can be
remains concentrated, he
negotiated for
receives a star on his star
receiving extra
chart. Mum can add stars
stars.
to Daniels star chart for
efforts at home.
Written on the board,
Daniel follows
verbally delivered,
given instructions
accompanying pictures
individually on an
provided if necessary by
average of 3 out
classroom teacher,
of 5 times per
teachers aide or specialist
week.
teachers.
At the suggestion of the
Daniel can
teacher or Daniel can take
successfully
himself to the cushion
remove himself
corner when in a state of
and identify the
being overwhelmed.
need to take a
break control his
emotions,
processing his
emotional state in
a controlled
manner.
All students at school, with
Daniel can
a significance on Daniels
successfully
class.
identify and use
PATHs can and should be
PATHs in
implemented in the
response to
classroom, in the
challenging
playground and even in
emotions on an
before and after school
average of 3 out
activities. Can also be
of 5 times

Evaluation
1/08/2015

To gain and
improve social skills

on

To begin to develop
friendships within his cohort
with common interests.

To greet peers and adults

Communicatihe doesnt have strong
relationships with.

Literacy
Numeracy

Strongly encourage Daniel to join the

school basketball competition and
make connects with other peers who
have similar interests, for instance
soccer (Australian Government, 2014).
Engage him and those interested in
lunch time soccer games.
Daniel will be encouraged to greet all
his peers and other adults on arrival
into the classroom by saying hi
(Unknown, n.d).

implemented at home.

throughout each
week.

After school on Tuesday

afternoons Daniel will
participate in a friendly
game of Basketball with his
peers. Run by parents the
program is engaging and
supports students
relationships with one
another.
Teacher and teachers aide
prompt and use positive
reinforcement to encourage
Daniel to greet peers.

Daniel attends
weekly and is
seen to be
making
connections with
3 peers in his
cohort.

Observe Daniel
engaging with
peers, whether
through verbal
prompt or
individually.

KEY: 1 = Little or No Progress

2 = Satisfactory Progress
3 = Excellent Progress/Goal Achieved
Evaluation
Daniels achievements as of 1/08/2015
Justification
As a team, we came to the conclusion that the long term goals that were chosen for this ILP would work best as a starting point for Daniel. Being a foundation
student, and his first ILP, it is important to develop and improve his emotional wellbeing, social skills and attention to tasks and these will have direct effect to our
other learning priorities (Hunter Institute of Mental Health, 2005). If these areas fall behind it will have a negative effect on his learning and therefore these issues
are important to address. By improving his social skills and emotional well-being, his resilience, behaviour control and communication skills will improve
instinctively, by applying the learnt behaviours to these other aspects of Daniels school life.
Number of days absent: 3

REFERENCES
AEIOU Foundation. (2015). Why is early intervention so important? Retrieved May 18, 2015, from AEIOU Foundation for children with autism:
http://aeiou.org.au/early-intervention
Australian Government. (2005). Disability Education Program: Behaviour Management Tips [Brochure]. Retrieved from https://leocontent.ac
u.edu.au/file/52ecc877-9185-076e-d1fb-567794d8f389/1/Handout45.pdf.
Australian Government. (2014). Disability Sport Unit: Connecting Sport and People with Disabilities [Brochure]. Retrieved from
https://leoconte nt.ac u.edu.au/file/f11a4705-f8b1-2559-d9be-5336596995a8/1/Wk11-ADHD.pdf.
Blues Print Programs. (2015). Promoting Alternative Thinking Strategies (PATHS). Retrieved from http://www.blueprintsprograms.com/fact
Sheet.php?pid=b6692ea5df920cad691c20319a6fffd7a4a766b8.

Burgess, Jill. (n.d.). Attention Deficit Hyperactive Disorder [Brochure]. Retrieved from https://leocontent.acu.edu.au/file/f11a4705-f8b1-2
559-d9be-5336596995a8/1/Wk11-ADHD.pdf.
Foreman, P., & Arthur-Kelly, M. (Eds.)(2014). Inclusion in Action (4th ed.). South Melbourne, Australia: Cengage Learning.
Hunter Institute of Mental Health. (2005). Promoting Resilience and Wellbeing. Retrieved May 20, 2015, from Response Ability :
http://www.responseability.org/__data/assets/pdf_file/0004/4783/Promoting-Resilience-and-Wellbeing.pdf
Kids Matter (2015) The Paths Curriculum. Retrieved from https://www.kidsmatter.edu.au/primary/programs/paths-curriculum.

The Royal Childrens Hospital Melbourne. (2015). ADHD - An Overview. Retrieved from http://www.rch.org.au/kidsinfo/fact_sheets/ADHD_a
n_overview/.
Unknown. (n.d.). Sample IEP for Child with Autism/PDD. Retrieved from http://trainland.tripod.com/sample.htm.