Assignment 3: Catering for Individual Needs

Table of Contents
Description
2
Positive Partnerships Planning Matrix
Individual Learning Plan 4
Discussion of Strategies 6
Resources 11
References

12

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Description:
Thomas is in Year 7 and has been diagnosed with Aspergers Syndrome. Due to this diagnoses Thomas is
experiencing difficulty at school. He is currently reading at a year eight level, with his writing skills slightly below,
at a Grade 5/6 level and therefore experiences greater difficulty completing tasks set by his teachers. Thomas is
obsessively interested in motorbikes, videos and computers and as such is easily distracted. This distraction often
leads to Thomas becoming disengaged by subjects that do not include his specific interest areas. In addition,
Thomas fines social engagement difficult, he is unable to approach and or make eye contact with others in the
classroom. Thomas is frequently overwhelmed by loud noises and large groups, leading to disruptions within his
classes and the schoolyard. Thomas experiences ritualistic behaviours of compulsive time management and event
ordering, this creates challenges when making last minute program changes. Due to these constraints, Thomas
educational achievements are hindered as well as negatively impacting on his social interactions.

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Positive Partnerships Planning Matrix

Student: Thomas Smith

Characteri
stics

Implication
s

Strategies

Grade: Seven (age, 13)

Communication

Social Interactions

Restricted Interests,
repetitive behaviours

~Poor communication
skills
~ language skills below
age group
~Difficulty with reading
comprehension

~Poor
~Does not have friendships
~unable to approach others
in the classroom with ease
~unable to make eye contact
~overwhelmed by loud noises
and large groups

~Motorbikes
~Videos and computers
~Ritualistic behaviours:
compulsive time
management/event
ordering
~Average temporal
sequential ordering

~Difficulty participating
in class work
~negatively impacts
peer groups
~Restricts his
participation in class
discussion, threatening
to put him behind
academically
~Tailor activities and
reward structures to his
specific interest areas
such as free time on the
computer

~Often spends recess and

break time alone
~less approachable than
other students
~frequently disengages from
class room discussion
~low self-esteem
~occasional school refuser
~extra timetabling
requirements (small class
sizes)
~Positively reinforce working
with other students
~Planning for last minute
alterations to lesson plan
~Encouraging development
of social skills
~ Establishing safe zone area,
either in the office or the
library where he can retreat
quiet down time

Sensory
Processing

Information
processing and
learning styles

~Poor sensory
processing
~Good special ordering

~Visual learner
~Auditory learner
~Low attention span
~Poor higher order
cognition

~Cannot change plans on

short notice
~Easily distracted by
interest areas
~Lower motivation

~Poor physical activity

skills
~Excels and
mathematics

~Easily distracted
~Easily disengaged
~Need to utilise mixe
media delivery

~System to reinforce
changes, for example a
personalised timetable of
the day with specific
reference to room changes,
etc.
~Modify lesson plans and
tasks, for example longer
time to complete tasks

~Slowly integrated in
to structured physical
education classes
~Use of visual displays
~Prompting sequences
~Checklists

~Displays and visual

cues
~Inclusion of videos,
recordings and visual
resources
~Modified learning pl

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Individual Learning Plan

Individual Learning Plan St.
Patricks College
Student: Thomas Smith
Teacher: Mrs. White & Mr. Greene

Grade: Seven
Age: 13

Date: 24th May 2013

Vision Statement: We want Thomas to develop adequate interpersonal skills that will enable him to engage in various
social situations. We expect Thomas will also develop skills so that he will feel more confident in his ability to initiate social
interactions.
Learning Area
History

Entry Skills
~ Poor language skills
~ Reading at a year 8
level
~ Writing at grade 5/6
level
~ Verbal skills below
average
~ Average to high
reading comprehension
~ Limited interest areas

Goals/Specific
Objectives
~ Term 1 & 2 By the
end of the semester,
Thomas will be able to
productively participate
and contribute in group
work 50% of the time.
~ term 3 - by the end of
the term Thomas will be
able to in 10 weeks
contribute relevant
information to class
discussion per class 70%

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Strategies
~ Term 1 & 2
Think, Pair, Share
Cue Cards
Learning Centres
~ Term 3
Clear and precise
instructions
hidden curriculum,
where Thomas
observes his peers
Direct teaching
and scaffolding
visual history

Actual Performance

of the time, without

prompting.
~ term 4 - by the end of
the term Thomas will be
able to give a 2 minute
oral presentation on the
topic of his choice,
working off the results of
his 3rd goal in front of a
small group with only
minor prompting .

English

~ Poor language skills

~ Reading at a year 8
level
~ Writing at grade 5/6
level
~ Verbal skills below
average
~ Average to high

~ term 1 - by the end of

the term Thomas will be
able to construct a
paragraph and self-edit
his work for nouns,
capital letters, full stops
and coherence 60% of
the time independently .

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stories will be
included in
lessons either
through text or
video
~ Term 4
Use of Technology
such as a
microphone and
record speech,
ultimately
engaging in his
interest group.
Practice the oral
presentation in
front of the
teacher 2 times
Practice the oral
presentation in
front of 2 3
people before
introducing a
larger group.
~ Term 1
inclusion of
colourful
semantics cards in
regular journal
writing
the CUPS
bookmark as a

reading comprehension
~ Limited interest areas
~ Keen interest in visual
texts

visual cue.
~Term 3 By the end of
the term, Thomas will be
able to create a short
story consisting of two
paragraphs relating to
one of his special interest
areas, with a 60%
accuracy for spelling,
grammar, and
punctuation, in two
weeks.
~ Term 4 Thomas will
be able to self-regulate
his emotional responses
in the classroom 50% of
the time, while
contributing at least one
point of discussion per
class.

Discussion:
History Term 1 & 2 Strategies:

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~ Term 3
vocab and
sentence structure
book
writing his short
story on a
computer
mind map
teachers aide D
~Term 4
a visual
emotional
display that will
allow Thomas to
non-verbally
communicate his
feelings
cool down card to
access certain
quite areas

When grouping Thomas with other students, we have to pair him those whose skills are complementary to his
(Shaddock, Giorcelli, & Smith, 2007, p.10). Called curriculum overlap, this approach will teach Thomas the skills that
allow him to participate successfully in groups (Shaddock et al., 2007, p.10). Group work within the classroom provides
a high level of peer support, both academically and socially, areas in which Thomas will benefit from ( Miraca U.M. Gross,

Ph.D, DirectorMiraca U.M. Gross, Ph.D, Director, GERRIC). Initially, Thomas can be introduced to group work through the
Think, Pair and Share strategy. This concept allows Thomas to work with one other person (1:1) in sharing ideas and
thoughts on lessons given. To build on his skills, Thomas will be provided time to work in different group environments,
initially introducing an aide then adding an additional student to the discussion and another over time until he feels
comfortable conversing with more than one other person. For students with Aspergers, the use of visual supports
such as cue cards, will help Thomas to become confident enough to assert his ideas and questions in group work
(Shaddock et al., 2007, p.15). As teachers, we could create cue cards that have statements such as, I believe, what
if, in my opinion, how come? etc. These cue cards will prompt him when contributing to group discussions. Thomas
can choose not to use the cue cards when he feels he no longer needs them. Another strategy could be the introduction
of Learning Centres or Stations at the beginning of term 2. This concept allows Thomas to explore topics as well as
practice his socials skills (Shaddock et al., 2007, p.15). Before introducing group work, providing Thomas with the
opportunity to work at stations allows him to choose activities around the classroom that interest him, the ability to
rotate between activities, interact with other students, and initiate this concept of working with others.
Actual Performance:
Thomas has been able to communicate his ideas effectively and follow class discussions with the use of building on 1:1
to group situations. By continuing to provide these different group environments Thomas will further develop and feel
confident in his ability to communicate to the whole class. The use of visual cues did enable Thomas to become more
confident and assertive when contributing and participating in group discussions. The Learning Centres proved to be
effective in encouraging Thomas to become independent and develop social skills when interacting with his peers. The
strategies used will continue to be a part of Thomas lesson plan as he greatly benefited from them.

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History Term 3
Strategies:
By creating a classroom environment where instructions are clear and precise, Thomas will be able to comprehend when
contributions are appropriate. Therefore, by implementing general class rules that can be positively enforced, Thomas
will be able to determine explicit behaviours that are acceptable during classroom discussions (Connor, 2002). For
example rules like knowing to put his hand up to speak, listening to each other and turn-taking. Another way this can
also be carried out is through the hidden curriculum where Thomas observations of his peers will allow him to decide
what and when it is appropriate to cooperate in class discussions (Konza, 2005, 133). Direct teaching and scaffolding
will also be utilized so that teach question asking will be valuable to Thomas initiative to participate in class
discussions (Connor 2002). In terms of ensuring Thomas also contributes relevant information and remains focussed,
visual history stories will be included in lessons either through text or video. As a result Thomas will excel in activities
like discussions following the videos/stories as he establishes a close relationship to the task due to his common
interest. These strategies will build on Thomas confidence and ability in being able to willingly take part in class
discussions.
Actual Performance:
Thomas currently finds it difficult to stay on task and maintain concentration, due to being easily distracted by his
surroundings. Thomas has demonstrated improvement in his ability to be a more confident student socially and
academically. He has been able to control his comments for appropriate times and has occasionally taken his initiative
to engage in class discussions without instruction. Thomas needs to further develop his oral language as well as the
amounts of time that he can stay attentive.

History Term 4 Strategies:

Due to Thomas underdeveloped social skills, he will struggle to competently achieve this goal. Shaddock et al., (2007),
state that between 2004 and 2006 the Australian Government Department of Education, Science and Training [DEST]
proved that group and inclusive work helps students with disabilities work productively within the classroom. Moreover,
Gross (2004), claims that grouping provides a realistic range of competition and challenges and stimulates students
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(p. 79). By practicing his presentation over the course of 10 weeks, Thomas will build enough confidence to be able to
present in front of a group of 5 6 people (including the teacher). Additionally, computers are a useful tool to keep
Thomas on task because they are part of his restricted interests. As the students will have to do this task on their own,
there will be minimal interruption to their workload. Thomas difficulties communicating verbally can be solved with the
allowance of additional notes for the presentation. Although he may not refer to them, they provide Thomas with a
safety zone that he can use during the presentation.
Actual Performance:
Thomas had difficulty with this task. Even though he has been able to work cooperatively with other students and
communicate in class he still found it difficult to complete the oral presentation. However, he did complete the oral
presentation but only for 1 and half minutes. Thomas was very interested when using the microphone to record his
performance as he found it helpful to hear the presentation and then make adjustments. In addition, Thomas had a
written copy of the oral presentation that he was able read from and therefore could stay on track. When working in
front of his group of peers, Thomas was unable to make eye contact with his peers. This is a goal he has to work on in
order to make his more easily conveyed. In addition, further work on his oral language is needed in order to make his
presentation fuller.

English Term 1
Strategies:
Writing at a grade 5/6 level, Thomas, who is a visual learner, requires the incorporation of visual aids into the lesson
plan when attempting to comprehend new information and skills. To independently learn how to construct a paragraph
and edit his own work, the inclusion of colourful semantics cards in regular journal writing is a key strategy. Colour
coded cue cards would be applied to identify the structure of a sentence, where each card represents words or part of a
sentence. Using who, what, where and why, represent different colours to combine sentence structure. For example, by
using different colours for the structure of paragraph; topic sentence, example, explanation, concluding sentence.
Secondly, another strategy to help Thomas is the implementation of the CUPS bookmark as a visual cue. Cups standing
for Capital Letters, are capital letters in the right place? Understanding, does it sound right? Punctuation, is the

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punctuation correct? And Spelling, is the spelling correct? This strategy allows Thomas to edit his work, by checking
whether or not his cup is full.
Actual Performance:
Thomas now has confidence in self-editing his work when using the cups strategy, but now needs to extend to rely less
on using his bookmark. He has also been able to put sentences together coherently using colourful semantics where he
has been able to identify common key words in sentences.

English Term 3
Strategies:
Although based upon a special interest area, Thomas will find creating a short story challenging, as he does not have
the ability to write long written assignments, as well as when transferring his ideas from his head onto the page (Betts,
Betts, & Gerber-Eckard, 2007, 69). A strategy that will help Thomas is the use of a vocab and sentence structure book
that he and his teacher have created over the year. Complied of areas that he finds difficult, basic sentence structures,
and advanced vocabulary words, this booklet will be used has a visual aide and will help Thomas when writing his story.
Secondly, due to his poor motor skills, allowing Thomas to use a computer to write his short story ensures that he is
able to work longer and efficiently (Betts, 2007, 69). Instead of immediately writing, allowing Thomas to create a mind
map of his ideas for his story is a creative approach and may make the task more enjoyable. The introduction of a
teachers aide into the classroom provides Thomas with a scribe, allowing him to verbalize his ideas without the
pressure of actually having to write (Betts, 2007, 69).
Actual Performance:
Thomas finds it difficult to write continuously on his creative short story. He preferred to use a computer, as he was able
to edit and work at his own pace. He expressed difficulty using the teachers aide as a scribe because he felt frustrated
when his ideas were not forming correctly on the page. The use of vocabulary and sentence structure book helped
Thomas while writing and worked as a form of revision as well. He enjoyed the inclusion of a mind map to plan his story,
although the process was prolonged due his need for extra class time to imaginatively plan.

English Term 4
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Strategies:
Because of his poor communication skills Thomas finds it difficult to communicate to his teachers and peers when he is
feeling overwhelmed and anxious, which can result in outbursts of frustration which disrupts both Thomas learning as
well as his peers. Firstly, in order for Thomas to better self-regulate his emotional responses, the school will employ a
visual emotional display that will allow Thomas to non-verbally communicate his feelings (Quality Educational Practices
for Students With Aspergers Syndrome, 21 & Dettmer et al., 2000 ). The use of such a display will help Thomas to
recognise which emotions he is experiencing, allowing him an opportunity to self-regulate with pre-determined
strategies (such as the cools down card when Thomas is feeling overwhelmed or experiencing anxiety). This prevents a
circular guessing game between Thomas and his teacher which distracts the classroom as well as not being beneficial
to Thomas achieving his goals. The display will also allow Thomas to be autonomous in his communication even when
he is feeling overwhelmed (Quality Educational Practices for Students With Aspergers Syndrome, 21). Occasionally,
Thomas will feel so overwhelmed that he will be unable to participate in regular classroom activities. In these instances,
Thomas will be able to take advantage of a prearranged system whereby he can use a cool down card to access
certain quite areas to calm himself down (Quality Educational Practices for Student With Aspergers Syndrome, 22). This
system allows Thomas to begin self-regulating his emotional responses by encouraging him to recognise the indications
leading up to Thomas feeling overwhelmed and allowing him to take steps to prevent an emotional outburst (Quality
Educational Practices for Students With Aspergers Syndrome, 22).
Actual Performance:
Thomas has been very receptive to both the emotion display as well as the cool down cards. He finds both systems
easy to use and both are a positive way to communicate to his teachers and peers when feels unable to communicate
verbally. Thomas has experienced less emotional outbursts than last year, something both he and his teachers attribute
to the implementation of this non-verbal communication system. Thomas also now finds it easier to calm down once he
has recognised he is feeling overwhelmed, allowing him to return to his regular classroom more quickly. Thomas can
now move forward with his new teachers for next year, utilising these strategies to continue improving his ability to selfregulate his emotions.

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Resources

Cups Bookmark:
Refer to page 8, English
Term 1 for further
information on the visual
cue.

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References
Betts,

S.W., D.E Betts & L.N Gerber-Eckard. (2007). Asperger Syndrome in the Inclusive
Classroom : Advice and Strategies for Teachers. London: Jessica Kingsley Publishers.

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Connor, M. 2002. Promoting Social Skills Among Children with Aspergers Syndrome. The National Autistic Society.
Retrieved from http://www.mugsy.org/connor38.htm 22nd May 2013.
Dettmer, S., Simpson, R. L., Myles, B. S. & Ganz, J. B. (2000) The use of visual supports to facilitate transitions of
students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), pp. 163-169.
Gross, M, U.M., Ph.D (2004). To Group or Not To Group: Is THAT The Question?. University of New South Wales,
Sydney. https://leocontent.acu.edu.au/file/74cdee09-b046-4413-0d4c-8179dc83458d/1/Gross%2C%20M.%20To
%20Group%20or%20Not%20To%20Group.pdf
Konza, D. 2005. Secondary school success for students with Aspergers Syndrome. Australasian Journal of Special
Education. vol 29, no. 2 128-139. Retrieved from A+ Education.
Miraca U.M. Gross, Ph.D, Director: Gifted Education Research, Resource and Information Centre (GERRIC),
Universtiy of New South Wales, Sydney. Miraca U.M. Gross, Ph.D, Director: Gifted Education Research, Resource and
Information Centre (GERRIC), Universtiy of New South Wales, Sydney.
Shaddock, A., Giorcelli, L., Smith, S. (2007). Students with Disabilities in mainstream classroom, A resource for
teachers. Retrieved from https://leocontent.acu.edu.au/file/396430aa-592a-785f-7760-26af4da6352b/1/Students
%20with%20disabilities%20in%20mainstream%20classes%20-%20A%20resource%20for%20teachers.pdf
Shearer, Jo., Butcher, Christel. & Pearce, Alycia. (2006). Government of South Australia 2006Quality Educational
Practices for Students With Aspergers Syndrome Retrieved from
http://www.macswd.sa.gov.au/files/links/Asperger_report_771KB_PDF.pdf on Wednesday 22nd May, 2013.
Teach This. 2012. High quality printable teaching resources, lessons, games and activities to download. Retrieved
from http://www.teachthis.com.au/products/view-resource/link/CUPS-Bookmark/id/2174/ 21st May 2013.

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