INDIVIDUAL LEARNING PLAN 2020

Date Student Name M/F Date of Birth Age

31/5/2020 xxxx M 15/02/2013 7

Parent / Carer Name and Address/Phone contact Class Teachers Year
level

Ms Sabera Safi 2

Student’s Interests/Strengths

• Xxx is highly intelligent and creative.

• He loves to read and is ardently curious.
• He responds well to praise and rewards systems.
• He will complete set tasks only if he is interested.
• Enjoys hands on / explorative activities.

Level of Adjustment Support provided within Supplementary Substantial Extensive

quality differentiated
teaching practice

Category of Disability Physical Cognitive Social/Emotional Sensory

Reports from Health/ Allied Health Professionals

Date Type of Assessment Conducted by Diagnosis / needs / comments
Health and Personal Care Plan/s

Current Medications/ Dosage and dispensed by

School Assessment Data

Date Type of Assessment Comments

Term 1 2020 Observation Xxx’s behaviour is a concern. When he is

angry, he is unable to control his temper
which mostly leads to physical fight as the
outcome especially when he is required to
share resources amongst his peers.
Furthermore, even when the class noise level
is normal Hudaifa complains and gets
agitated. Frequently he runs out of the
classroom without informing the teacher.
List of Possible Adjustments
Personalised Learning using Instruction
r Teach vocabulary or language specific to your subject area
r Simplify reading material/tasks to appropriate levels or provide help to read more complex tasks
r Use focus questions, summaries, underline key words, use cloze activities etc to help with comprehension
r Teach and encourage use of spelling and numeracy aids (eg spell checks/calculators/dictionaries)
r Teach use of technology i.e. computer / iPad
r Simplify research tasks
r Reduce expectations on amount of written work
r Give shorter tasks, break large tasks into smaller sections, allow more time
r Provide handouts and notes
r Give short, concise verbal explanations and instructions
r Check understanding / ask to repeat what was said / check level of understanding by questioning
r Use words that make the order of the activity clear, e.g. first, secondly, last (tell them how many steps
are involved)
r Allow extra time to process information (e.g. when copying from board, written tasks, reading)
r When repeating information, repeat it exactly. This allows students to process parts missed the first time.
r Use back-up strategies to compensate; check that important instructions are accurately written down
r Encourage oral expression in small ‘safe’ environments
r Use whole class oral activities such as games
r Modify homework tasks
þ Gain student’s attention before giving instructions
þ Give reminders for student to stay on task
r Keep page format simple
r Use larger / darker font / colour overlays
þ Be very specific with classroom instructions, behaviour expectations and consequences
þ Give immediate positive feedback, positive notes in diaries, suitable rewards
r Remind the student that they are valuable for who they are and not what they can do
þ Try and incorporate student strengths into planning
þ Encourage suitable peers to work with student
r If student has a reading disability don’t expect them to read aloud in class
Personalised Learning using Assessment
r Provide a clear structure for assignments/tasks, e.g. expectations of setting out, sources to be used,
minimum length, things to include, deadlines; and check work is completed
r Offer a choice to students on how they want to demonstrate knowledge and ability
r Oral work could be in some instances used more in assessing student’s knowledge. Provide opportunities
for the student to demonstrate, make and display information
r Revise/ review content prior to testing
r Allow for use of IT in answering during tests (Special Provisions required in SACE)
r Consider alternate testing / evaluation procedures (e.g. reading questions to student / scribing/ oral
testing)
r Reduce number of test items – allow extra time (Special Provisions required in SACE)
r Modified assessment (Intellectual Disability only)
Personalised Learning using the Environment
þ Use of sensory devices / equipment (e.g. FM systems, hearing aids, glasses)
r Modifications to ensure full access to buildings and facilities
r Face students when speaking - be aware of preferred sides for hearing and sight.
r Place student in front of the room / low distraction areas/ near positive role model
Management Adjustments
r Check files for a better understanding of difficulties encountered by the student
þ Always inform TRT, contract teachers, etc of students in your classes
þ Talk with special ed. teachers, support teachers, advisers

r Be aware of safety issues, use of equipment during lessons

r Assign a classroom buddy
r Schedule breaks

r Use a checklist /schedule to help student manage time

r Allow extra time for student to organise desk, books, homework

r Recess / lunchtime considerations
r Pathway planning involving external providers or venues

þ Involvement of external agencies / therapy

r Extra curricula considerations (excursions/school camps)

Action
GOAL / OUTCOME
Goals are to be specific,
measurable, achievable, realistic
and time-related (SMART)
Xxx will be encouraged have
positive relationships with his
peers by the end of Term 3.
By the end of Term 3, to
implement strategies to assist
Xxx to make better choices of his
seating arrangements within a
gradual time frame with 70 %
success.
SCHOOL HOME LINKS TO THE
AUSTRALIAN
(Teacher, SSO) (Parent/caregiver
) CURRICULUM
Intervention, adaptations, strategies, resources,
personnel.
Teacher will work with Xxx to Parent needs to insist Use strategies to work in
make him understand to be that family members group situations when
fair, kind, respectful and have listen to each other and participating in physical
a polite attitude towards his try to tolerate each activities (ACPMP030 -
classmates. other’s wants and needs. Scootle )
This will not be easy
He should learn to share things with a large family of Identify rules and
without getting into verbal or children because of all fair play when
physical fight. Teacher will the different ages in participating in physical
observe his behaviour together. You will need activities (ACPMP032 -
especially during “Fun Friday” to help older ones to Scootle )
when he is required to share understand because
toys with other students. Explore actions that help
they are such perfect make the classroom a
Teacher will discuss with the role models for the healthy, safe and active
whole class how sharing works, younger ones to follow. place (ACPPS022 -
thinking about others and Scootle ).
learning about having
patience.
Teacher will give more positive
reinforcement than negative
feedback.
Teacher will give verbal
recognition specifically
addressing the behaviour that
is to be encouraged “that was
a fair and kind thing to do”,
together with smiles of
encouragement and pats.
Please make sure that
Teacher will look at early when Xxx eats any meal
opportunity to praise Xxx on he must sit quietly and
correct behaviour. stay in that spot until the
Xxx will follow the behaviour meal is finished (if
possible, it would be
guidelines – “My choice”
flowchart. This will encourage ideal if the whole family
him to sit in his chair in most of also sits in one place to
the lessons. Every lesson if he eat). This simple
sits in his chair, he will receive requirement is useful for
a green choice card. If he gets all children and should
up from his chair and goes continue up to
under the table – he will adulthood.
receive a red card. Every day
if he gets 2 green cards –
reward will be given at the

Xxx will be supported to adjust
with the noise level in class and
will no longer be triggered by it
by the end of Term 3.
Parent/Carer comment
Student comment
end of the day e.g 5-10
minutes playtime.
Xxx allows himself to get
agitated with even the normal It would be good if
voice level in the classroom. parents could notice
We will try using noise what upsets Xxx in home
reduction headphones during life.
the lessons. It is possible that a
Xxx will be supported to specialist doctor could
regulate his behaviour triggers find out if there is a
according to the varying voice particular reason why
levels throughout the day. certain noisy situations
Teacher will record Xxx’s trigger Xxx into
triggered behaviour as voice uncontrolled behaviour.
levels fluctuates in the lessons.
Signatures of Agreement
Class teacher Parent / Carer Principal

Date agreed: To be reviewed on:

AISSA would like to acknowledge Riverland Christian School and Walford Anglican School for Girls
for their contribution to the creation of this document.