Grady Bryant ESS419 Assignment 2 11540786

Assignment 2 - Individual Learning Plan

Summary Page – Overview of information and issues relevant

Ben Davis is a 9 year old, grade 3 student who is exhibiting signs of attention deficit
hypaeractivity disorder (ADHD). Ben and his mother relocated to Australia around 2
years ago and it was swiftly noted that Ben has severe behavoural problems and
learning difficulties within the classroom and school enevironment. Since then Ben
remains often disruptive and oppositional to class work and has difficulty staying on
task and paying attention during structured and unstructured activities. He often
argues with the teacher and fidgets in his seat or leaves it. At times Ben is
noncomplient to instructions and can have difficulty working groups, as he easily
disrupts his peers and influences others to act out. Unfortunately there is extremely
limited documentation of Ben’s education prior to recloation to Australia and Ben’s
mother has explained that he frequently missed school because she felt the teachers
at the previous school treated Ben unfairly. It has been recomeneded that Ben be
medicated to enahnce his interactactions and be better managed within the school
envirnoment, however his mother refuses to medicate. Ben has now been
suspended on a number of occassions for aggressive behaviour and is most
hyperactivity following recess and lunch breaks. Although Ben is often in trouble he
is well liked by his peers and has many friends, when talking to his friends about a
topic of interest such as video games or computers Ben is able to talk in great length
and in great detail discussing the complexties of the things he enjoys.

For students like Ben with ADHD they face certain everyday challenges that may
hinder their classroom performance, such as;
 Failing to pay close attention to details
 Have difficulty sustaining attention in tasks or during play
 Do not seem to listen when spoken to
 Have difficulty following classroom instruction and fail to finish activities
 Have difficulty organising tasks and activities
 Are easily distracted by surroundings
 Are forgetful in everyday activity

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 May fidget with hands or feet

 Leave seat when sitting is expected
 Have difficulty engaging in leisure activities
 Talk excessively
 Trouble with self-regulation
(Bose, 2013)

The classroom environment also needs to be managed and maintained to suit ADHD
students’ as they are prone to changes within the nature of the classroom (DuPaul &
White, 2006). Specifically, management of surrounding visual stimuli and increased
noise levels and distractions can result in loss of concentration, impulsivity and
inability to complete work (DuPaul & White, 2006).

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Individual Education Plan
Child’s name: Ben Davis DOB: 09/01/2009 (9 years 5 months old)

Key worker: Occupational Phone: 0411 241 830 Email: mandyjohnson@email.com

Therapist
Date of 1st Meeting: May 12th, 2018 Attendees: Teacher, parent (mother), learning support
teacher, occupational therapist

A summary of developmental and educational strengths (400 words)

Within the classroom learning environment Ben is demonstrating many educational strengths and challenges within his work. According to assessment
data, Ben is exhibiting below average scores in his reading, writing and spelling. Ben generally has difficulty when reading texts, he can be very slow
and expressionless and has problems with breaking down words into compound sounds. When questioning Ben about the text he is able to recall the
events of the text, but struggles to make connections between ideas from the text and the real world beyond the classroom, often recalling things
completely off topic. Ben’s hand writing is quite untidy and at times illegible to read, it is evident he struggles with letter formation and continues to write
some letters backwards. He also sparingly uses compound sentences in his writing, instead Ben writes in mostly simple sentences that makes it
challenging for him to demonstrate his understanding of the topic. There is also confusion within Ben’s spelling as words are often written around the
incorrect way but contain all the correct letters to spell the word. It has been observed that Ben usually completes his work hastily without providing
much time for thought, this may be directly impacting his ability to spell words correctly. During most comprehension activities Ben hands in incomplete
work and seems disinterested. Its seems that he ignores direct instructions, fidgets/moves constantly, can interrupt peers, complains and constantly
calls out answers without acknowledgement from the teacher. However, Ben enjoys mathematics and is demonstrating above average assessment
scores and is able to demonstrate this through application of problem-solving skills and critical thinking. During these activities Ben is much more
engaged with the content and carefully monitors his work without much interruption. Ben has also exhibited an interest and strong understanding of ICT
use. He enjoys using the IPad and laptops to use programs to help him write or create pieces of work. He has also demonstrated that he is able to

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navigate the internet without constant direction from the teacher. When Ben is able to use technology he is highly enthusiastic and can be very helpful
to other students assisting them and engaging in conversations he normally struggles with. However, Ben’s use of ICT also needs to be closely
monitored as he sometimes gets sidetracked viewing materials that are not relevant within the classroom.

3 Long term learning goals

Academic goal 1: By the end of the year, Ben will improve his handwriting legibility, spelling and letter formation by actively working on developing fine
motor skills and using strategies to manage and support handwriting and spelling.

Academic goal 2: By the end of the year, Ben will be able to read texts with more fluency and apply and relate information from the texts, making
connections to the real world.

Wellbeing Goal: By the end of the term, Ben will be able to reduce the amount of interruptions he performs in the daily classroom environment, this will
include making good choices by staying in his seat and containing verbal outbursts.

6 Short term objectives (2 for
each long term goal)
Ben will actively develop his
handwriting legibility and letter
formation by engaging in
activities that improve fine
motor skills. A collection of
Ben’s work samples will
measure his progress and
Strategies and who will help with this goal:
 At school and at home (with mum) Ben will
practice writing using the tummy time
technique. This will actively engage core
muscles and align shoulders and elbows to
improve control of wrist movements.
 Ben will also work on letter formation by
tracing over letters that are both upper case
Adaptive technologies
 iTrace and Trace It, Try It application on iPad
demonstrates the correct methods of letter formation
and will help develop muscle memory.
 ABC Easy Writer application enables student to practice
print and cursive writing.

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achievement over a four-week
period.
By the end of the term Ben will
improve his spelling accuracy
by employing spelling
strategies. Work samples will
be collected and marked to
measure his achievement in
spelling.
By the end of the term Ben will
be able to read texts with better
fluency and fewer mistakes. A
running record will be used
every five weeks to test Ben’s
reading accuracy, fluency and
ability to self-correct.
ESS419 Assignment 2
and lower case with directional arrows to
demonstrate correct method of writing
letter.
 Using lined paper will enable Ben to write
between the lines using correct height, he
should also be explicitly told to slow down
to ensure better quality of handwriting.
 In order to assist Ben with letter formation
and correct spelling, Ben will be taught a
finger tapping method that he can use to
breakdown words into individual syllables
and sounds. A basic checklist/visual chart
will also be given to him to remind him of
the required steps and to review work.
 Provide Ben with phonics and phonemes
charts.
 The teacher and Ben’s mother will employ
shared and guided reading exercises that
encourage fluency, expression and
problem-solving to sound out words.
 Encourage student and Ben’s mother to
read together at home on a regular basis.
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 Talking dictionaries applications for iPad enables
student to speak a word and observe how it is correctly
written and hear its definition.
 Speech to text applications on iPad would enable the
student to demonstrate their knowledge and
understanding using oral methods rather than typical
written methods.
 Word processing programs with spell check for
assessment writing tasks.
 ABC Reading Eggs online reading program with phonic
reading games, activities and rewards to encourage
students to explore texts.
 Sight words by Photo Touch application enables
students to learn sight words in a fun and interactive
way.
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Ben will be able to relate a
small amount of information
from a text and connect it
beyond the classroom by the
end of the term. This will be
measured through guided
questioning and organisation of
information in graphic
organisers.
Within the next four weeks Ben
will follow class protocol when
ESS419 Assignment 2 11540786
 Introduce Ben to sight words (use common
words he struggles with on a regular basis)
that he will be tested on every week at
school and at home on a nightly basis with
his mother.
 Implement decodable books in order for
Ben to practice and strengthen his phonic
knowledge and decoding skills to facilitate
reading other texts.
 Encourage Ben to select and read books  Graphic organisers such as Poplet or MindMash will
that are of interest to him. Books involving enable the student to create mind maps, brainstorms,
computers or video games would be the diagrams and lists to better understand and organise the
most suitable choice. content.
 Guide Ben in using graphic and semantic
organisers (Venn-diagrams, story maps,
story boards or cause/effect charts) to
illustrate concepts and relationships
between texts the real world.
 Reading Rockets to help build phonemic
awareness, fluency, vocabulary and
comprehension skills.
 The teacher will implement a visual item  Visual checklist/reminder using interactive whiteboard
such as an abacus to reinforce correct with a PowerPoint.
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answering questions by raising
his hand and waiting to be
prompted by the teacher to
answer questions. Ben will be
given visual reminders to
ensure that he minimizes
interruptions.
In the next five weeks, Ben will
reduce the number of times he
leaves his seat per lesson
through the implementation of
ESS419 Assignment 2 11540786
behavior when Ben answers a question. If  Class Dojo can be used to manage students’ and
he raises his hand and waits appropriately reinforce correct behavior through earning dojo points.
the teacher will move a bead from the
abacus to the other side to reinforce good
behavior. The teacher will take a tally
following each lesson and review whether
this has been effective.
 Stand up hand up time will be incorporated
into the daily routine for all students. When
students’ wish to ask/answer a question
they will stand up and put their hand up.
This enables movement for Ben without the
feeling of isolation and can make him more
inclined to engage in class.
 Visual reminder such as poster with basic
instructions and illustrations will be taped to
Ben’s desk and will address and reinforce
the way in which to responsibly ask/respond
to questions.
 An occupational therapist has  Go Noodle brain break – interactive dances that will be
recommended that Ben uses a used in between activities as they allow all students to
wobble/wiggle seat. This would provide an move around and it breaks up the learning process.
outlet to Ben’s restlessness and extra
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fidgeting objects to improve his
attention and concentration.
Ben should leave his seat less
than two times per lesson by
the end of five weeks.
DATE: 29/05/2018
Parent/Carer Signature:
Staff Signature:
ESS419 Assignment 2 11540786
energy and enable him to focus more freely  Ben will be given noise cancelling earphones to
and be more attentive towards the teacher minimize distractions during loud classroom activity.
and his learning.
 A fidget object will be negotiated between
the teacher and Ben. For instance, a
clicker, stress balls or piece of cloth that
Ben can rub between hands to encourage
attention and concentration.
 The class will be rearranged so that it is in a
horseshoe configuration with Ben’s seat as
far from doors and windows as possible and
close to the front of the room to allow for
easy monitoring and communication.
REVIEW 1: 30/08/2018 REVIEW 2: 28/11/2017
Parent/Carer Signature: Parent/Carer Signature:
Staff Signature: Staff Signature:
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Grady Bryant ESS419 Assignment 2 11540786

Report of Meeting Process

Hello everyone,

I’m Grady Bryant Ben’s teacher, this is our learning support teacher Brett Clarke, occupational
therapist Mandy Johnson and Ben’s mother Mary.

The purpose of this meeting is to establish long term learning goals and implement strategies that
enable Ben to remain attentive and included within the learning environment, in order to achieve
learning outcomes and standards.

Reviewed information on Ben within the classroom setting and touched upon areas of priority and
were interventions need to take place. Identified Ben’s strengths within classroom learning in ICT and
mathematics.

Ben’s assessment data has indicated many strengths and challenges within the classroom. According
to assessment data Ben is performing at below average standard in his reading, writing and spelling.
However, Ben is exhibiting above average grades for his mathematical work and has showcased
enthusiasm and ability in effective ICT use.

Discussed plans for Ben’s future within the classroom and set a well-being goal for Ben to manage his
outbursts in class and follow correct class protocols.

Agreed to focus on priority area students with special educational needs in NESA elaborations in
priority areas document.

Established and prioritised Ben’s long-term learning goals. Set two academic goals with a focus on
improving Ben’s reading, writing and spelling skills at home and within the classroom. Strategies and
adaptive technologies for assistance and success were discussed and will be implemented in future
learning sequences.

It has been arranged that Ben’s ILP will be reviewed every twelve weeks to check progression and
make adjustments if necessary.

That will conclude our meeting thankyou everyone for joining.

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References

Bose, D. K. (2013). ADHD in the classroom. Currents in teaching and learning, 5(1/2), 94-97. Retrieved
from http://sites.uci.edu/stemlec/files/2015/01/Brydges-et-al.-2012-CURRENTS.pdf#page=96

DuPaul, G. J., & White, G. (2006). ADHD: Behavioral, Educational, and Medication Interventions.
Education Digest, 71(7), 57-60. Retrieved from
http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=0&sid=d51511f4-b923-
409b-816a-
183b29b5fe12%40sessionmgr4010&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=200175
48&db=ehh

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