INDIVIDUAL LEARNING PLAN (ILP)

Student Name: Bobby Brown

DOB:
04.05.2010
Name
Student: Bobby Brown
Parent/Guardian 1: Bernie
Brown
Parent/Guardian 2: Tracy
Brown
Classroom Teacher: Ms
Johnson
LST: Mrs. Roberts
LSA: Ms. Walker
Audiologist: Sarah Barton

Commencement of ILP:
Review date of ILP:

Week 1 Term 3 2016

Week 10 Term 3 2016

SCHOOL LEARNING SUPPORT TEAM

Role in ILP
Focus student of the ILP. Shares personal experiences, feelings etc. Agrees to SMART goals.
Participates in ILP meetings. Agrees with SMART goals and works in partnership to continue these
outside school hours where necessary.
Participates in ILP meetings. Agrees with SMART goals and works in partnership to continue these
outside school hours where necessary.
Plans and implements Bobbys daily classroom learning. Makes relevant adjustments to learning
experiences to ensure Bobby accomplishes the achievement standards of the Australian
Curriculum. Monitors and assesses Bobby on a daily basis. Keeps observation/anecdotal notes and
adds notes on ILP Goals when necessary.
Cooperates with Classroom teacher to implement SMART goals and adjustments. Consults with
student weekly.
Works with Bobby individually to assist him during classroom learning experiences, facilitated by
either the Classroom teacher or LST.
Completes diagnostic hearing evaluations, writes reports and provides relevant remediation and
referral recommendations (ENT, Paediatrician). Regular audiology assessments to monitor hearing
loss and rule out progressive component. Annual hearing aid/FM system review to ensure optimal
device function and any fine-tuning/troubleshooting that may be required.

ASSESSMENT RESULTS & IDENTIFIED NEEDS

1. Student Centred Appraisal of Need: (Department of Education and Training, 2010)
a. Access - Communication: Group 2
b. Access - Safety: Group 1
c. Participation - Social development and participation: Group 2
d. Participation - Curriculum Participation: Group 1
e. Participation - Behaviours: Group 1
f. Participation - Literacy and Numeracy: Group 2
2. Audiogram: (Barron, 2016)
Bobby was assessed by an audiologist in Term One of this year. The results of the audiogram showed that Bobby had
normal hearing in his right ear, however mild-moderate sensorineural hearing loss in his left ear. He was then referred to
Australian Hearing, and was fitted with a hearing aid and FM system.

Other results:
3. Concepts About Print: (Clay, 2000)
Bobby was assessed in Term One and performed at appropriate level for year level.
4. Running Record: (Clay, 2000)
Bobby identifies high-frequency words and uses picture cues to help him read. He struggles to pronounce certain
phonemes correctly, although this does not affect his comprehension.
5. SENA 1: (Department of Education and Training, 2009)
Bobby is able to identify numerals up to 20, however struggles to pronounce th numbers, e.g. thirteen. Bobby can subitise
small quantities and is able to complete addition and subtraction tasks using manipulatives.
CURRICULUM, ASSESSMENT, PEDAGOGY
Major Outcome(s)/Goals Focus areas from curriculum document
1. Practise personal and social skills to interact positively with others (ACPPS004)

Review Dates:
Week 10 Term 3

2. Understand that language can be used to explore ways of expressing needs, likes and
dislikes (ACELA1429)
3. Segment sentences into individual words and orally blend and segment onset and rime in
single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable
words (ACELA1819)
(ACARA, 2016)

Specific objective (SMART)

Bobby will utilise emotion flash
cards 3 times a week without
assistance.
Bobby will recognise when he is
becoming frustrated and alert
the teacher on 10 separate
occasions (without adult
support), by the end of Term 3.
Bobby will participate in literacy
groups in a variety of roles, three
times a week

SPECIFIC GOALS
How

Who

Teacher and LST to introduce emotion flash cards so that

Bobby can display his current emotion

Teacher, LST,
Bobby

Teacher and Bobby will create a gesture to signal when

Bobby needs to take a break.

Teacher, Bobby

Teacher will assign specific roles to each member of the

group and model these to the whole class. Group sizes are
kept to 3-4. Roles include: scribe/artist, leader, speaker, and
timekeeper. Other roles include think/pair/share roles,

Teacher, Bobby

Assessment
/ Date
Achieved

Bobby will engage in social

learning activities with his peers
during organised free play
sessions in class, twice a week.

Bobby will engage in outdoor

social learning play activities
with small groups of friends,
once a week

character roles, and turn taking.

Teacher will organise two sessions a week of whole class
free play social learning. Teacher will set up stations of
social learning activities such as drama dress ups, book
corners, felt board play, puppets, manipulative play, play
dough, gross motor skill activities.
Teacher will model and encourage one focus activity to
engage Bobby to interact positively with other students in
modelled group settings.
An area of the playground will be set up for Bobby to
interact with his peers in a quiet setting. Teacher to model
games and social interactions with peers. Group sizes kept
to a minimum.

Teacher, Bobby

Teacher, Bobby

CLASSROOM DIFFERENTIATION & PERSONALISATION TO INCLUDE THE ILP

(inc. any administrative action required)
Classroom Environment:
Stadium seating
Bobby is seated close to the teacher and board, with an unobstructed view
Decrease background noise to reduce fatigue. Turn off music, air conditioning, computers, projectors and the like when not
in use, keep doors and windows closed and place rubber tips or tennis balls on chair legs.
Be flexible with the seating arrangement for certain activities.
Pedagogical approaches:
Teacher should remain in one area when talking and never speak with their back to Bobby
Teacher to get Bobbys attention and make eye contact when talking directly to him
Teacher to check with Bobby individually for understanding of instructions given to the class
Teacher needs to be conscious of direction normal hearing ear is facing
Explicitly teach social skills through role plays, picture books
Determine signals to indicate whether Bobbys hearing aid/FM system is working correctly and ensure he is wearing it at all
times
Personalisation:
Determine signals to indicate whether Bobbys hearing aid/FM system is working correctly and ensure he is wearing it at all
times
Teacher and student to have agreed upon signal for when Bobby needs to leave the classroom/take a break and a
designated area for him to go
Bobby and Teacher to also use visual cues and gestures

Dont restrict Bobby to a single seat or location, as this will isolate him further from his peers. Encourage Bobby to choose
his own seat in a good listening position.
PARENT/GUARDIAN SUPPORT
I will support this ILP for my child by:
Encouraging Bobby to use his flash cards at home to become familiar and comfortable with them.
Encouraging Bobby to alert Mum or Dad when he is becoming frustrated.
Making sure that Bobby knows what role within the reading group he will have before he gets to class to minimise the
chance of Bobby becoming unsettled.
Providing opportunity for Bobby to engage in social learning play outside school hours.
Practicing games and activities learnt at school at home with Bobby, modelling positive social interactions and connecting
school and home environments.
ILP EVALUATION AND COMMENTS
All contributors evaluate the ILP, including the student (appropriate to ability), Parent/carers, Teacher, LST, LSA and
other contributors.
Class

Teacher
How did the assessment help with planning for Bobby?
Did Bobby achieve all of the outcomes?
Did any outcomes need modification to better suit Bobbys abilities/learning style?
What inclusion strategies worked well?

Parents
Did you agree with the outcomes of this ILP?
Did you feel the outcomes were fair and achievable?
Were you satisfied with your role in developing and implementing the ILP?
Do you feel any progress has been made as a result of the ILP?
Student
What can you see has improved?
Could we do something different?
Do you think the ILP helped?
What did you like the most?
What did you find hard?
Others
(Including specialist staff; Learning Support Teacher [LST], Learning Support Assistant [LSA], EAL/D Teacher)
How did the assessment help with planning for Bobby?
Did any outcomes need modification to better suit Bobbys abilities/learning style?

 What inclusion strategies worked well?

Were you satisfied with your role in developing and implementing the ILP?

PROPOSED FUTURE GOALS

Future ILPs will focus on the remaining two curriculum outcomes as outlined above

REFERENCES:
Accredited Schools Online,. (2016). Supporting Deaf and Hard of Hearing Students | AccreditedSchoolsOnline.org
Retrieved 15 April 2016, from http://www.accreditedschoolsonline.org/resources/students-with-hearing-impairments/
Aussie Deaf Kids. (2016). Aussiedeafkids.org.au. Retrieved 15 April 2016, from http://www.aussiedeafkids.org.au/
Australian Curriculum and Reporting Authority. Content for Year 1 Learning area content descriptions. (2016).
Retrieved 1 May 2016, from http://www.acara.edu.au/verve/_resources/Content_for_Year_1__Learning_area_content_descriptions.pdf
Australian Hearing. (2014). Tips for Teachers. Retrieved 30 April 2016 from https://www.hearing.com.au/tips-teachers/
Barron, S. (2016). Audiologist Interview. Brindabella Hearing and Speech, Canberra, ACT.
Burgess, J. (2016). Individual Planning Example Proforma.
Clay, M. (2000). Concepts about print. Portsmouth, NH: Heinemann.
Clay, M. (2000). Running records. Portsmouth, NH: Heinemann.
Department of Education and Early Childhood Development,. (2000). iPads in Special Education. Melbourne, VIC.: State
of Victoria.
Department of Education and Training,. (2010). Student Centred Appraisal of Need. ACT Government.
Department of Education and Training,. (2009). Count Me In Too. Retrieved 1 May 2016, from
http://www.curriculumsupport.education.nsw.gov.au/countmein/assessment.html