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Characteristics
Implications
Communication
Social interaction
Struggle to
participate in
linguistic conversation.
Poor comprehension of
social cues and gestures.
Inability to
comprehensively express
personal emotions and
thoughts.
Inability to comprehend
the subject of linguistic
communication.
Basic
High
Inability
Her level of
to effectively
communicate with peers
and family members to
express personal
emotions or thoughts.
Has difficulty in
comprehending set
instructions and constant
need of reinforced visual
understanding of
acceptable social
behaviours and norms.
Average
understanding of
others emotions
however limited in
reacting to social
interactions.
understanding
regarding socially
accepted behaviors
could result in her
behaving in ways that
are inappropriate for
the setting and
contexts that she is in.
reliance creative
pursuits (Eg. Drawing,
drama and music).
Constant need
of
reinforcements and
prompts to participate
in everyday activities.
Sensory Processing
Poor vestibular
and
proprioceptive
processing skills which
consequently affects
classroom participation
and everyday activities.
Responds positively to
visual cues.
High
dependence on
visual and audio cues
to participate in
classroom activities.
Responds
more
positively to creative
activities within other
subject requirements.
For example, drawing
a picture of a written
piece of literature.
Constant need for
visual and audio
Difficulties
comprehending and
consequently
responding to
information/problems.
Eg. Learning how to
calculate addition
problems and applying
this strategy to set
Information Processing
& Learning Styles
Difficulties
in retaining
information due to
poor memory.
Responds positively to
visual cues.
Constant need for
reinforcement of
auditory input.
Participates and enjoys
creative art activities
(both visual and
performing).
Some understanding of
everyday societal
norms and practices.
Poor linguistic skills.
forgetting
and needing
reinforcements to
remain on task in all
aspects of everyday
life.
Reliance visual and
audio cues as a means
of everyday prompts.
Constantly
Strategies
cues in order to
communicate more
effectively.
Unable to expand on
comprehension of
content and vocabulary
due to memory retention
difficulties.
reinforcements in both
the schooling and
home environments to
remain on task.
Inability or constant
need of supervision to
participate in games
outside of the
classroom setting. For
example. playing a
game of Chasey and
constantly forgetting
the rules.
Giving
Use of
Noting
directions in
multiple formats such as
both verbal and visual
cues to assist Kim to
understand the topics of
conversation
(Understanding working
Memory, 2011).
Repetition of the same
task or having Kim restate
the given set instructions
in her own words to
encourage independent
recalling of provided
information.
Providing Kim with a
concrete visual timetable
of the days task and set
activities that she can
always use as a resource
to ensure she does not
a universal
classroom feelings
monitoring system to
assist not only Kim but
all students of the
class as to how they
are feeling
emotionally. This could
be as simple as a
Red, Yellow or
Green traffic light
display on each
students desk. Red
meaning the student is
distressed or upset,
yellow meaning they
are feeling ok but
could be happier, and
green representing
happiness or content.
Adult modelling using
Kims creative
strength in the arts,
allow her to use these
skills in other means of
school curriculum
domains. This could be
drawing a picture of an
event or topic prior to
developing a written
component to act as a
visual prompt if Kim
has difficulty in
retaining what she is
required to be writing
about.
Over the year,
gradually remove
some of the concrete
visual cues around the
classroom setting. This
promotes and
The classroom
and
home would need to
have visual resources
to assist her to
participate in everyday
life, due to the effects
of the memory issues.
Eg. In the kitchen at
her home
pictures/names on
draws to identify what
is in there. In the
classroom always
having a visual aids like
time table available.
short verbal
instructions to direct
Kim encouraging her
development and
engagement into a
circle of friends.
Devised
22/05/2015
Review Date15/12/2015
Intended learning
outcome
Overall improvement
in her ability to use
letters and sound in
forming words, to
elicit her thoughts
and feelings in both
oral and written
forms.
Strategies/Methods
A phonics focused
teaching of language with
consistent use of basic
foundation level audio
tapes of English language
for constant
reinforcement of common
greetings and societal
norms.
The use of technology like
ipads that can repeat
typed words is another
resource to assist Kims
language development.
The bbc website has
games that focus on words
partcuarly helpful for kim
would be games that
attend to consonant
clusters [word blender
game]
(http://www.bbc.co.uk/sc
hools/wordsandpictures/cl
usters/blender/game.shtm
l)and high frequency
words
(http://www.bbc.co.uk/sc
Mode of Delivery
Teacher
Teachers Aide (In Class)
Every morning during reading
and writing group times, the
last 5-minutes Kim will listen to
these audio tapes with the
assistance of the teachers aide
for prompting if having
difficulties regarding her
learning difficulty.
Mode of
Assessment
Through
assessment of
her work and
discussion with
her other
teachers.
Evaluation
1 2 3
hools/wordsandpictures/h
fwords/starwords/game.s
html)are futher resources
to assist her linguistc
development.
Kim beginning to
participating in
conversations with
her peers.
Preventing over
differentiation of
Kim's learning.
Teacher
Teachers Aide
Students of the class
Placement of visual concrete
materials in the relevant areas
to the daily task or activities to
limit the possibility of being
excluded due to Kims poor
memory learning difficulty.
Finding and pairing Kim with a
learning buddy to assist her
learning progression.
A combination
of observing
Kim and
conversing with
her peers
parents to
establish if she
has been
successful in
reaching this
goal.
Regularly
communicating
with other
teachers to
ensure that
there teaching is
reflecting that
goal.
1 2 3
1 2 3
Creation of learning
progressions in each
subject area.
Finding a supportive
group of peers that
Kim can have
enjoyable interactions
with.
Establishing the
interests of everyone
in the class through a
survey/circle time
and paring
introducing Kim to
peers with similar
interests.
Teacher
PSG Team
The teacher would work
through the content planned to
be taught each term and level it
appropriately for Kim to insure
that Kim participates in the
same tasks as her peers that
are leveled appropriately for
her.
Teacher
Student Wellbeing
Coordinator
Students of the class
Finding students within the
class that also share a deep
interest in the creative and
performing arts like Kim.
Incorporating more creative
and performing activities into
the classroom environment to
promote Kims participation,
increasing her social
interactions with other
A review to
weeks after the
goal was set and
at the end of
term to ensure
that these
learning
progressions
have been set.
1 2 3
1 2 3
Review these
responses to
establish if Kim
is part of a
friendship group
and adapt
Providing increased
resources to lessen
the effects of Kims
memory issues.
Kims opportunity to
participate in day to
day activities of her
classroom.
Placement of visual
concrete cues/prompts
around the room in
locations correlating the
everyday activities
performed in the area.
approach
accordingly.
A comment for
Kim regarding
most tasks she
has completed
asking what she
has used to
establish if she is
using the
resources and
how successful
their use has
been.
KEY:
1 =Little or No Progress
2=Satisfactory Progress
Evaluation
At the conclusion of the school year the PSG team would evaluate the success of the ILP from the results gained through the regular assessment
Kims success in meeting the ILP goals. This would then inform Kim's progression through school, both academically and socially.
1 2 3
References:
British Broadcasting Corporation (2014) Words and pictures: high frequency words. Retrieved from:
http://www.bbc.co.uk/schools/wordsandpictures/hfwords/index.shtml
British Broadcasting Corporation (2014) Words and pictures: Word blender. Retrieved from:
http://www.bbc.co.uk/schools/wordsandpictures/hfwords/index.shtml
Gathercole, S. E., & Alloway, T. P. (2007). Understanding working memory: a classroom guide. Assessed through
http://www.york.ac.uk/res/wml/Classroom%20guide.pdf
Larkins, G., Laws, C., Burgess, J., Margrain, V., & Young, T. (2015) Teaching methods: Differentiating Learning, Retrieved from:
http://search.alexanderstreet.com.ezproxy1.acu.edu.au/ediv/view/work/1641210
Positive Partnerships (2015) Planning Matrix. Retrieved from http://www.positivepartnerships.com.au/planning-matrix