Planning #atri$

Students ame Tash % &&.'(.&'') *urrently + years old *entral ,uditory Processing -isorder .,P-/

!"O"B and Current Age Special eed

Communication

Social Interactions

Repetitive Behaviours and Restricted Interests Tash relies heavily on class routine, and often reminds class teacher to change the daily plan so she can

Sensory Processing Attention Poor attention span Finds very difficult to eep focus !ac ground noise seems to

Information Processing Temporal Sequential Ordering Poor Trouble following instructions with more than one step Poor time
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Characteristics

Tash has trouble processing/followin g instructions with several steps Some confusion with similar sounds, eg. boat/coat or

Tash has a few close friends that she gets along with really well She wont usually extend from these close

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ch/sh Tash experiences difficulty spea ing, using correct sentences

friends She doesnt usually share in class discussions

Implications

-ifficulty understanding instructions leads to confusion and frustration 0ssues regarding holding conversations and participating in discussions results in difficulty retaining content from lessons and troubles in some social contexts .1eine 2 Slone, &''3/ *onfusion with similar sounds often leads to mis4 understandings .1eine 2 Slone,

Tash en5oys group wor when placed in a group with her two close friends Sometimes she relies too much on her friends for the answers Tash has difficulty wor ing in groups outside her peers Tash does not participate in class discussions4 limits engagement in learning .1eine 2

use this visual as a guide/reminder throughout the day Tash has an interest in playing piano and netball, and she participates in both these activities outside school Tash has difficulty coping when unexpected events occur, 6g. ,ssembly on a different day 0s able to provide insightful nowledge with close peers only about her interests .netball, piano/

be a huge factor %ood can also play a part in this Poor memory also hinders connections with nowledge from prior lessons/discussi ons

management -oes not always present ideas in logical order

She is unable to concentrate during focused learning sessions Tash is easily distracted She can be sensitive to noisy environments and bothered by loud or sudden noises .7agace, 8utras, $agne, &'"'/

Tash is often unready to process a se9uence of information She usually only completes one or two steps in a se9uence of instructions .,blett, &'":/ Tash is often unaware of time constraints, looses trac of time .,blett, &'":/

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&''3/ Strategies Teacher; <se simple, expressive sentences= spea at a reasonable pace= use simple instructions with one or two steps.*acace 2 %cFarland, "++3/ Provide scaffolding for oral language s ills. >egular prompts and supportive environment to encourage participation <se of open ended 9uestions to facilitate expressive communication .*acace 2 %cFarland, "++3/ Tash to loo at teacher whilst he/she is tal ing= Tash should repeat instructions bac

Slone, &''3/ Provide opportunities for group wor ?ary groups, let Tash chose one person to be in her group, not all 6nsure group wor is collaborative Prompt Tash to engage in class conversations >egular encouragemen t and prompts and supportive environment for Tash to participate in classroom discussions/ activities .*acace 2 %cFarland, "++3/ <se visual aide of daily routine 7aminate on des of any @special event/activity happening soon to prepare Tash, 6g. Swimming carnival, excursions etc. 6xpress interest in Tashs field of achievement .netball, piano/ and as 9uestions about these things 6ncourage Tash to share nowledge in these areas to class Ahere possible select focus areas of interest to Tash Aor ing with a buddy who reminds her when she needs to be on tas >egular chec ing to ensure she is cued in to what she needs Prompts to stay on tas and demonstrate nowledge Provide a 9uiet wor environment .including des placement/ .7agace, 8utras, $agne, &'"'/ >eward system for paying attention and Aarn/cue Tash before giving an instruction .,blett, &'":/ %ar ings on cloc to assist with time management ?isual displays of common se9uences .daily routine/ Tash to repeat instructions %usic, song, rhyme or 5ingle to remember daily instructions, 6g. ",&,:,) are my feet flat on the floor etc. Provide chec lists and brea tas s into achievable chun s
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to teacher before completing them

completion of tas in time frame

.,blett, &'":/

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INDIVIDUAL LEARNING PLAN

I.L.P. 1 / 1 .Bo. of 07Ps in current year / Total number 07Ps/ Date Devised: 13/03/2013 Review Date:

Student: Tash M Year Level: 4 D.O. . 22/02/2004 A!e: 9 Pr"!ra# Su$$"rt Gr"u$ %e#&ers '"nsulted in devisin! t(is $lan: Class Teacher: Kate Gollan Parents: Susan and Michael Assistant Principal: Jonathon Vandercoot Guidan'e )"unsell"r: Sarah Fisher S$ee'( *(era$ist: Laura McAndrews Entr+ S,ills -.(at t(e student (as a'(ieved/ Tash - has developed average o!or "unc!ions and has in!eres!s in pla#ing ne!$all and piano% - is well annered and "riendl#% - she co-opera!es well wi!h s!a""% - en&o#s ga es and ar!% )(allen!es -Areas 0"r I#$r"ve#ent/ Tash - has di""icul!# "ollowing ins!ruc!ions wi!h several s!eps '(lass was given !he ins!ruc!ion !o) (o e in* si! down +uie!l#* !a,e ou! !heir a!hs $oo, and rule up a !a$le "or !heir dail# nu $er "ac!s !es!* Tash was una$le !o co ple!e !hese ins!ruc!ions independen!l#-Fe$ 2013./% - has !rou$le ain!aining "ocus "or lesson dura!ions 'Tash is o"!en "ocused on so e!hing else or appears !o $e lis!ening $u! is da#drea ing* resul!s "ro 01AS234 Me or# Scale Tes! '01A2S34* 2012/ -Fe$ 2013./% - has poor e or# 'Tash does no! re!ain dail# in"or a!ion or si ple !hings such as passing on a essage !o Mu /5ad -Fe$ 2013./% - has di""icul!# spea,ing* using correc! sen!ences'0AT 2eading and (o prehension !es! co ple!ed wi!h !eacher aide 2013/% - does no! relia$l# iden!i"# individual le!!er or sounds in words '6ohnson Le!!er/Sound 2ecogni!ion !es! co ple!ed 5ec 2012/% - has a ver# low level o" co prehension o" voca$ular# '0AT 2eading and (o prehension Tes! co ple!ed wi!h !eacher aide Fe$ 2013/% Learnin! Pri"rities -1uture Learnin!/

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INDIVIDUAL LEARNING PLAN

STUDENT NAME: Se#ester G"als -L"n! *er#/ For Tash to participate fully in the social life of the school and to be able to access the curriculum at her level. Tash M S("rt *er# G"als -.2A*/ Baseline% Tash does not spea using correct sentences. &oal% For Tash to consistently use sub5ect, verb in simple sentence format independently by the end of term two .verbally/. Strate!ies/%et("ds -2O./ Teacher aide scribing with Tash verbally giving answers Picture resources for @Aho, @Ahat, @Ahen .1eine 2 Slone, &''3/. Tash to choose pictures that interest her to ma e visuals .1eine 2 Slone, &''3/. 6ncouragement and ac nowledge efforts Cne step at a time %odelling 0nsist on audible volume >egular speech practice with teacher aide after contact with 7aura %c,ndrews .Speech Thearapist/ .7agace, 8utras, $agne, &'"'/. Flash cards 0ntense repetition Cne on one wor with teacher aide Simple boo s at Tashs interest level *ued articulation .Fuchs 2 Fuchs, &''(/ %emory games using letters .P6,>SCB, &'"&/ %"de "0 Deliver+ -.2O / .2EN/ - *lass teacher .daily/ Teacher aide .) sessions per w / Speech therapist .once a fornight/ Parents .daily/ " & : !evised %"de "0 Assess#ent Cbserve and compare baseline and goal.

13/03/2013
Evaluati"n dd/##/++

Baseline% Tash does not reliably identify individual letter or sounds in words &oal% For Tash to achieve correct sound/letter correspondence for a high number of letters by the end of term two.

*lass teacher .daily/ Teacher aide .) sessions per w / Parents .daily/

Cbserve and compare baseline and goal.

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Baseline% Tash is beginning to spea confidently in front of a group. &oal% For Tash to confidently deliver a short, prepared tal in front of class in the last wee of term.

,llow a topic of interest chosen by Tash .*acace 2 %cFarland, "++3/ ,de9uate time to prepare tas .*acace 2 %cFarland, "++3/ ,ssistance with preparation of tal with teacher aide and parents Strategies to enhance oral delivery Se9uencing sections of tal , use of headings Time management wor , brea tas into achievable chun s .,blett, &'":/

*lass teacher .daily/ Teacher aide .) sessions per w / Parents .daily/

Cbserve and compare baseline and goal.

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KEY: ' E 7ittle or Bo Progress

( E Satisfactory Progress

) E 6xcellent Progress/$oal ,chieved

Belo* is a list of learning priorities that may +e included in the Individual ,earning Plan% *ommuni -aily 7iving S ills Social S ills !ehaviour cation %otor S ills *ommunication 7iteracy 7iteracy Bumeracy -valuation .*omments pertaining to the students performance/ learning against the set goals/.

Bumeracy

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