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INDIVIDUAL LEARNING PLAN (ILP)

School: ACT Primary School
Student name: Ben
Number:

Commencement date of ILP: 24 April 2016

SRKS
Review date: (within 6 months) 31 July 2016

Date of Birth: 31/1/2007

Academic
year level:
4
ILP team: Daniel Bartlett (Classroom Teacher), School Principal, Bens parents, Representative from Bens local therapy
team.
DECO: School Disability Education Coordinator
Transition facilitator: Daniel Bartlett
(Transition goal required in the ILP)

Additional information - refer to student profile and other relevant plans and documents
Focus area
and present
skill/level of
achievement

Learning goals

Adjustments for learning

Linked to students Pathways Plan

SMART guidelines (Specific Measurable Achievable - Relevant - Timely)
Reviewed when appropriate and at least 6
monthly at the In-school Review

Consider the Adjustment Matrix for level and type:

environment, curriculum, teaching & learning,
assessment & reporting, technology, communication.
Consider Access and Participation groupings from the
Appraisal where relevant.

Achievement of short
term goal
Comment on learning stage
(acquisition, fluency, maintenance,
and generalisation) and support
levels (independence -prompts).
Record date of each entry.

Long term goal (May take 1-2

years to achieve; in some instances
longer. This may be linked with the
students Appraisal Focus Goals and/or
Pathways Plan including Transitions)

Short term goal (One goal or one

of a number of goals leading to the
February 2013 ILP
Policy link Students with a Disability: Meeting their Education Needs SWD200810

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z

achievement of the long term goal)

Behaviour
Goal Social
development

Long term goal: Ben will

express negative emotions
without resorting to hitting or
kicking.
Short term goal: Ben will not
have any incidents of hitting or
kicking for one whole week.
Note: Yelling or screaming
has been left out of the short
term goal because these are
subjective terms. Additionally,
at present, this behaviour
represents the only non-violent
way that Ben can express his
displeasure.

Behaviour
Goal
Classroom
Participation

Long term goal: Ben will

communicate his needs and
wants to those around him.
Short term goal: Within one
month Ben will learn to use an
augmented communication
device and be able to
communicate that he is hungry,
thirsty or needs to use the toilet.

Ben will be shown how to deal with

difficult situations through the use of
social stories or tablet assisted social
stories
Ben and his classmates will receive
social skills lessons that deal with
recognising negative emotions both in
themselves and others and defusing
situations before they escalate.
Structured activities will be arranged
for break times.
A Functional Behaviour Analysis will be
undertaken in order to understand the
triggers for Bens outbursts.

Ben will have his augmented

communication (AAC) device with him
in class. He will be encouraged to use
it to communicate his needs to his
teacher and the classroom learning
assistant.
Video modelling will be used to
demonstrate the use of the AAC
device to Ben.

February 2013 ILP

Policy link Students with a Disability: Meeting their Education Needs SWD200810

The classroom teacher

(CT) will record any
incidents of hitting and
kicking. Other teachers
will be asked to notify the
CT of any instances that
occur on the playground
so these too can be noted.
Triggers for Bens hitting
and kicking will be
identified via a functional
behaviour assessment.
When identified these
triggers will be addressed
specifically.
Attempts will be made to
help Ben communicate
frustration or anger using
an augmented
communication device.
The pictures of the
symbols on Bens AAC
device will be placed
around the school in
appropriate places (i.e.
bubblers, toilets) to help
him learn their meaning.

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z

Transition
Transition into
senior primary

Long term goal: Ben will

remain at his seat during class
time.
Short term goal: Over a three
week period Ben will reduce his
instances of leaving his seat at
inappropriate times.

Bens enjoyment of technology will be

used to increase his engagement
through the use of educational I-pad
applications that provide immediate
feedback.
Ben will be given opportunities to work
with his classmates through both
small group work and cooperative
learning situations.
Verbal language will be changed to
make tasks more accessible for Ben.
Task analysis will be undertaken to
make tasks more accessible for Ben.
Ben will be provided with more handson activities to increase engagement.

Name

Signature

The classroom teacher

(CT) will note the number
of times that Ben leaves
his desk at inappropriate
times each day.
Bens desk leaving
instances will be graphed
over a three week period.
The goal will be
considered fulfilled if, after
three weeks, an overall
downward trend can be
observed.
Steps will be taken to
increase Bens
engagement with class
activities.

Date

Student
Parent/Carer
Parent/Carer
Principal/Delegate
DECO
Teacher
Other
February 2013 ILP
Policy link Students with a Disability: Meeting their Education Needs SWD200810

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z

February 2013 ILP

Policy link Students with a Disability: Meeting their Education Needs SWD200810

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z