INDIVIDUAL LEARNING PLAN (ILP) MATRIX

Date Devised: 13 July, 2015

Review Date: 22 May, 2015

Student: Jake Gallagher

D.O.B: 24 / 10 / 2007

Year Level: 4

Age: 8 yrs. 5 months

Program Support Group Members consulted in devising this plan:

Class Teacher/s (Team Teach): Stephanie Jordan: Grade 4Blue
Brodie Goricanec: Grade 4 Blue
Health & Physical Education: Nicole Stewart
Parent/s: Caitlyn Gallagher: Single Mum
Principal: Mr John Andrews
Other: Lois Grant: Audiologist
Additional Reports:
-

Jake has recently been diagnosed with Auditory Processing Disorder through ListeningWorks
(please see attached report appendix 1 for Jakes diagnosis and report)

Currently unfunded, no aid available during school hours

A. Academic, social and emotional development (positive language)

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Entry Skills:
Jake has shown a broad range of motor skills (above average in Health & Physical Education).
Jake has demonstrated weaknesses through assessments in literacy; reading and writing
Jake has reached expected outcomes according to Ausvels Level 4 standard in the areas of Science and Mathematics
Challenges:
Does not retain a sequence of more than 4 auditory items accurately
Reception of sentences longer than about 13-14 words is inaccurate, his ears hear the sounds, but he does not receive
the message correctly
Need ample time to process information during verbal instruction as well as during writing time
English; in particular literacy is affected (6 months below standard) as the analysis and sequencing of the sounds of
words is inaccurate and reading comprehension is poor
Peer group relationships can sometimes prove to be problematic due to limited ability to follow rapid verbal exchanges
between students
Ability to process and intake language is delayed
Instructions and explanations are easily misunderstood and as a result makes mistakes that he does not understand
Learning Priorities
Improve Jakes ability to take in, process, make meaning and retain verbal information
Minimize the time needed to process and record information during verbal instruction
Improve Jakes reading and comprehension skills
Successfully apply concrete examples of work in all curriculum areas to avoid language overload
Encourage Jake to engage in group situations improving overall social skills and build peer relationships
Improve Jakes ability to work on effective mental and written strategies in maths
Increase Jakes confidence and improve overall motivation to learn

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Inclusive teaching strategies for well-being and resilience AND catering for additional needs
-

By using and creating visual cues and gestures, this is a way of scaffolding for Jake. This will be a last resort for Jake,
however if he begins to feel uneasy he will have these cues to assist with the task at hand. This will assist in Jake not
feeling frustrated, and stop him from feeling as though he is asking too many questions of the teacher and peers.

The use of positive reinforcement will allow for Jake to feel successful and that he is capable of completing the work.
This is something we want to promote to continue to involve him in class participation.

Seating arrangements: It is important to have Jake sitting near the teacher or source of direction at all times. This will
assist in Jake being able to work individually as well as taking in the process and comprehending of auditory
information.

The quite zone is a place within the classroom where Jake can go when he is beginning to feel overloaded with
information or the noise level is getting too much for him. Here he can distance background noises and focus on his
individual work.

When speaking to Jake it is important to use simple language that is both age and developmentally appropriate.
Breaking sentences or instructions down and keeping them below his limit of fourteen words will assist in his
understanding.

The relationship between the teacher and parents is important for Jake as the communication and provision of prelearning material at home will help assist Jake to be ready for upcoming lessons and his ability to comprehend,
understand and apply this new knowledge.

Promoting paired or small group work is not only good for Jakes social and communication skills, however allows him
access to extra support and assistance.

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As the teacher it is important to monitor classroom noise levels and maintain these at an acceptable level that allows
both Jake and his peers to work independently and successfully comprehend auditory instructions.

Childs characteristics:
Shows good reception in quiet listening situations and mild difficulty with competing background noises
Tries hard in all areas of work
Responds positively to praise and encouragement
Very much a hands on learner, likes science experiments, music, drawing, inventing and physical education, especially
basketball.
Often feels uncomfortable and sometimes appears over sensitive or think that others are unfair or unkind to him
Looses confident in himself quickly and becomes discouraged if he feels inadequate, or overwhelmed by a task.
At times is a poor listener
Does not have many close/good friends
Often quiet in class
Kind and well- mannered
Impacts of characteristics and implications for planning
Some impacts of characteristics and implications for planning are;
Level of classroom noise must be maintained at all times
Need to give extended and ample time to process and think about what he has heard
Sentences need to shortened and simplified. Sentences should not be more than 14 words long

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Expectations need to match his ability so he can feel that teachers and peers have confidence in him.
Value his strengths and do not direct too much attention to his weaknesses.
Jake needs to be challenged at an appropriate level in all curriculum areas so that he can feel genuine achievement and
satisfaction.
Expectations need to match his ability so that Jake feels that people have confidence in him
Value strengths and do not direct too much attention to his weaknesses.

INDIVIDUAL LEARNING PLAN

Devised: 13th July, 2015

B. STUDENT/AVATAR NAME: Jake Gallagher

Seme
ster
Goals

Short Term
Goals

Curriculum
Areas

Strategies/Methods

Mode of Delivery

(HOW)

(WHO / WHEN)

Mode of
Assessment

(WHAT)
dd/mm/y
y

(Long
Term)
Enable
Jake to
work
towards
achieving
expected
outcomes
of:

Evaluatio
n

1.
Improve Jakes
ability to
comprehend
and act on
verbal
instructions

AusVels
Level 4
Standard
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1.
Health and
Physical
Education
Strand: Movement
and Physical
Activity
6 months above
standard (4.5)
Standard:
They work with
others to achieve

Always use Jakes name,

make eye contact and face
the student so that he knows
you are wanting him to Tune
In
Use cueing; help Jake be
aware of times when he is
not paying attention. Use
words such as listen,
ready and remember this
one

Teacher will initiate

verbal instructions
and gestures with
Jake at the
beginning of each
transition between
group scenarios and
skills sessions.

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Direct observation of
student during
discussion time.
Provide Jake with a
set of instructions,
ask him to repeat
back and watch Jake
carry out those
instructions E.g. 3
skips, 1 jump, 5
hops, You can
gradually increase

in History
and
English
AND

goals in both
cooperative and
competitive
sporting and
games situations

Level 5
AusVels
standards
in
Science,
Maths
and
Physical
Educatio
n

the length of the

sequence as your
child masters each
stage.

Keep Jake as close to the

front of the class as possible;
always position yourself near
him, when giving
instructions, especially in
large areas like the gym,
most beneficial when Jake is
near the sound source

Incorporate Jake
into small groups 34 and play Simon
Says

Break down the instructions

into clear, short
sections/phrases
2.
English
Strand: Speaking
and Listening
6 months below
standard (3.5)
Literacy:
Interpret ideas and
information in
spoken texts and
listen for key points
in order to carry
out tasks and use
information to
share and extend
ideas and

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Reinforce instructions with

the use of coloured flags
(visual cue) e.g. red stop
green go

Alert Jake before beginning

the instruction, by using his
name, and giving him a
gentle tap on the shoulder.
Using natural gestures, to
enhance the message
Use short sentences, make
sure you pause after each
sentence so that Jake can
process what he has heard
into meaning; emphasis this
when working in groups and
sharing ideas that when
speaking we need to slow,
strong, clear voices.

Teacher will provide

Jake with
instructions at any
given time that they
feel Jake has
become disengaged.
Teacher will need to
e aware and monitor
sentence structure,
sentence length and
ensure vocabulary is
age-appropriate.
Teacher will need to
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Get Jake to repeat

and share with the
teacher and then
the class what some
of the things he
learnt from listening
to other students
stories and
experience
Review, preview and
summarise class
lesson; discuss new
and previously
introduced
vocabulary words
and concepts.

information
(ACELY1687)

monitor and observe

his facial
expressions
throughout
instructional periods,
as well as during
individual set work
and group work.

Watch Jakes facial

expressions when talking to
him (SOSS) STOP, ORGANISE,
SATRT AGAIN, SHORT
SENTENCES
Reduce background noise
and keep classroom noise to
a minimum when work as
been set.

2.
Improve Jakes
ability to work
independently
and in groups
to advance
long-term
academic
goals.

1.
History
6 months to 1 year
behind (3.5-3.0)
Strand: Historical
Skills
Sub strand:
Analyse and use
sources

Provide Jake with note taking

assistance; as it is difficult for
Jake to watch the teacher
and take the information
simultaneously, for example;
these can be the teachers
notes and/or allow Jake to
record the lesson for future
reference allowing him to
stop and start the recording
whenever needed.

Locate relevant
information from
sources provided
(ACHHS084)

Repeat directions and allow

ample time between each
step for Jake to process the
information.
Arrange a special spot for
Jake to sit when students are
on the floor. Ensure this is at
the front of the class. Have
his box of visual cues near by
to use if Jake becomes

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Before scheduled
lesson, teacher will
provide a break
down of notes and
content, as well
allows Jake to keep
these on him when
working in groups or
individually.
Teacher can ask Jake
how he feels about
what they are going
to be learning about,
highlighting any
misunderstandings
which can help the
teacher assist in
content that may

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Jakes ability to
locate relevant
information from
sources provided will
be assessed through
getting Jake to show
the teacher his work
from the end of the
lesson.
Areas of focus will
be on his ability to
locate, take in,
process,
comprehend and
make meaning of
large sections of
written text.
Jake will need to
provide the teacher

distracted or disengaged.
Assign a buddy or a peer
partner to Jake so that they
can work together, or when
independent work is required
the buddy acts as support
Maintain classroom noise, if
thats not achieved allow
Jake to move to his private
or isolated area. Jake will
have his own noise
thermometer which will
express to the teacher how
Jake is feeling at different
stages of lessons throughout
the day
This minimizes background
noise and maximises
learning.
2.
English
6 months to 1 year
behind (3.5-3.0)

Rephrase and repeat words

into a simpler language and
shorter sentences so that
Jake can understand the
instructions and tasks. Use
age and ability appropriate
Strand: Reading
directions. Use ageand Viewing
appropriate vocabulary that
Sub strand:
clarifies the logical, timeLiteracy
ordered sequence (e.g., first,
Use comprehension second, last).
Get Jake to repeat what you
strategies to build
have said so that you know
literal and inferred
he has understood the task
meaning to expand and what he is required to
content knowledge, do.
integrating and
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need to be broken
down and explained
further.
Special spot on the
floor will be used
throughout the
lesson when teacher
needs to apply
teacher-directed
learning

with a summary of
what information he
has found from
sources provided at
the end of the lesson
and explain some of
the key things that
he has learnt.

Self- monitoring,
Jake will be
responsible for this
by using his noise
thermometer.
At the beginning of
each lesson teacher
will give shortened
instructions and
provide Jake with
modelled examples
before the
commencement of
individual work
Provide
opportunities to
work with Jake
individually to
provide extra
Page 8 of 15

Jakes ability to use

comprehension
strategies to build
meaning and
expand content
knowledge will be
assessed through a
teacher-student
reading (aloud)
comprehension task.
As Jake improves
and achieves his
short-term goal,
level of
comprehension will

linking ideas and

analysing and
evaluating texts
(ACELY1692)

Use Modelling and

scaffolding to provide clear
demonstration of student
performance expectations.
Identify and break down key
words, especially during
reading and writing or the
presentation of new
information
Allow sub vocalization, to
help with reading
comprehension.

support in relation to
heightening
comprehension
strategies during all
stages of work

be increased.

Breaking down key

words one on one
with Jake is essential
for understanding
language and
meaning.

Encourage participation in
expressive language
activities related to each
lesson.

3.
Promote
interaction
with peers to
build on social
skills in a safe
and inclusive
learning
environment

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1.

Science
At standard (4)
Science inquiry
skills:
Communicating
: Represent and
communicate
ideas and

Pair student to ensure Jake

is included in activities. Mix
up partners for different
lesson, to assist his social
skills and interaction with
peers.
Simplify instructions so Jake
can follow them. Give both
verbal, written, and visual

Teacher will pair Jake

and students up.
This will be done at
start of lessons and
will be pre-planned
to ensure the needs
of all students.

Students in pairs will

be required to
conduct and present
a report on key
topics learnt
throughout the
science curriculum.

Jake will have visual

aids and picture
cards specific for

The assessment can

be communicated

Page 9 of 15

findings in a
variety of ways
such as diagrams,
physical
representations
and simple
reports (ACSIS07
1)

instructions to aid Jake with

following instructions and
completing tasks

science which will

outline different
steps and cueing
strategies to assist
with the process of
communicating and
representing
findings of scientific
nature

In this case, a pro forma

could be used to structure
Jakes ability to research
relevant information, by
simplifying topic areas and
sub-headings and even list
words that he may not
understand or know the
meaning of
When working in groups ask
Jake to repeat the content to
provide comprehension
feedback. Determines which
parts need to be repeated or
further explained.

Direct observation of
how Jake is working
in his pair/groups

Reinforce listening for

meaning rather than exact
repetition.

Cohesion of
assessment will
demonstrate how
well Jake was able to
work in pairs/groups
as well as direct
observation by the
teacher during the
working stages.

Encourage Jake at all times

to ask for clarification of
information.

2.
Maths
6 months below
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and represented in a
number of ways,
which will allow Jake
to apply his
strengths in hands
on tasks such as a
poster, however it
still demonstrates
that he is meeting
outcomes and
requirements to
ensure that his
literacy skills are
being met regarding
the improvement of
his reading, locating
information,
comprehension skills
and meaning
making abilities

The use of visual cues and

tools such as counters to
assist Jake is demonstrating

Beginning of each
math lesson

Page 10 of 15

standard (3.5)
Number and
place value:
Develop efficient
mental and
written strategies
and use
appropriate
digital
technologies
for multiplication
and for division
where there is
no remainder
(ACMNA076)

teacher will
demonstrate
Playing math games in
working out
teams and pairs for warm
strategies with
ups at the start of the
lesson to assist Jakes
concrete methods
understanding for the lesson as well as visual
or as a refresher.
representations
readily available
Ensure Jake is sitting at his
for Jake to assist
round table so that when
working in small groups the
with working
circular form allows Jake to
through
see and hear all of his
multiplication and
peers.
division equations
Help Jake learn multi-step
individually.
and working out answers.

sequences when working on

mental and written
strategies, list the steps on
a reference card.
Ensuring the classroom
noise level is at a
reasonable level so Jake can
work on his work
independently assisting in
helping him reach the
standard level for grade 4.

EVALUATION KEY:

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1 = Little or No Progress

Towards the end of

the revised date
Jake should be
able to use his
knowledge from
working with
concrete methods
and apply these to
mental strategies
to maintain and
begin working
towards a level 5
standard.

2 = Satisfactory Progress
Achieved

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3 = Excellent Progress/Goal

C. Protective factors and impact

All of the above strategies are aimed at achieving Jakes short and long-term goals. They are intended to act as
protective factors, impacting positively on his specific areas of need with the aim of improving overall performance at
school.
-

Incorporating small groups when completing classroom tasks and activities across all curriculum areas not just the
areas outlined in this ILP helps Jake to build and develop social skills with his peers and builds a safe supportive and
inclusive classroom environment for everyone involved. It also results in highly efficient instruction in-group settings
(Gast & Keel, 1992). By implementing this strategy Jake is able to work towards achieving his short -term goals.
Working in small groups inside the classroom will also build on social skills and communication skills outside in the
playground.
Listing the steps will help Jake learn multi-step sequencing, especially in the curriculum areas of maths when having to
complete work around developing efficient written strategies as Jake becomes more familiar with the sequence, steps
in the written directions may be omitted gradually and systematically until Jake is able to complete the sequence
automatically without referring to the written cues. This will foster independence and requires Jake to be able to
become less dependent on the teacher and his peers.
Encouragement of Self-advocacy; this will assist Jake with learning self-regulation strategies and becoming an effective
manager of his listening and learning environment but will also set expectations for other students in the class who
may have trouble with other areas or there learning.
Providing Jake with numerous opportunities for modeling and scaffolding. This acknowledges teacher expectations and
gives him and other students enough support to be able to attempt the work themselves (Johns & Lerner, 2009) To
further promote this working through an example as a whole class on the board and leaving it for future reinforce
during a task with benefit Jake as he is very much a visual learner, but also assist other students in the class who may
also take well to diagrams and visual cues.
Creating an overall positive classroom environment and allowing for numerous opportunities to give Jake positive
feedback as well as the other students in the class. The importance of reinforcing all work performed successfully will
not only help to boost Jakes confidence as well as promote class participation but also provide him with a safe zone,
so that he feels comfortable with asking questions. This is a strategy that definitely is important for both Jake and
every other child in the class, allowing them to flourish in their learning environment.

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Encouraging Jake to use self-monitoring strategies for his learning and listening environment will help him to identify
any problems that may be interfering with his learning process. The concept of self- monitoring is an individualised
plan to increase independent functioning in the following areas, social, behavioural and academic. This will impacts
Jakes academic levels and overall productivity in the classroom. Providing opportunities for students to self-assess and
reflect after tasks help development self-awareness and metacognition which play an important role in cognitive
activities (Barkhordar, Moghtadaie & Jafari, 2012; Turkington & Harris, 2003)
The inclusion of special places on the floor will position Jake at the front of the class, near the primary source of sound,
e.g. the teacher to ensure that comprehension of meaning is heightened. The special spot for Jake and for all students
in the class will ensure that attention when on the floor during whole class discussions and learning is heightened,
strategically placing students away from those who may distract or are likely to sit at the back and disengage will
promote attentive listening and focusing skills towards the teacher and what is being taught. This also aims to keep a
close eye on Jake, without him specifically feeling targeted, as the teacher we need to continually maintain eye
contact, signalling small gestures and watch his facial expressions. All of these strategies will help with building class
participation and maintain classroom noise, which will benefit Jake in terms of minimising distraction maximising his
ability to concentrate and focus on the processing of information.
Rephrasing and repeating words into a simpler language and shorter sentences is used so that Jake can understand
the instructions and tasks, especially in reading and comprehension tasks. It is important to use age and ability
appropriate directions with not only Jake but also all students, so that students feel comfortable and confident about
attempting and completing the tasks. Using age-appropriate vocabulary that clarifies the logical, time-ordered
sequence and instructions (e.g., first, second, last), will help all students to get into routine, and become more
responsible towards their own learning and how they will manage their time.
It is also highly important to always to identify key words, and to provide written, verbal and visual instructions as
ways of ensuring Jake is taking on board as much auditory information as possible but then using the written
instructions to potentially find information or instructions that may have been lost during the verbal communication
process. Since people have different learning strengths it is important to design lessons that use more than one
modality such as a combination of visual and auditory, this allows students like Jake to access information using their
strongest learning modality (Harris & Turkington, 2003).
Encouragement of participation in expressive language activities related to each lesson. Reading is especially
important since information and knowledge gained through reading help compensate for what may be missed because
of auditory difficulties.

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Encouragement towards Jakes ability to participate in social contexts, this will translate across all curriculum areas,
both inside and outside the classroom as well as aid his interaction with children in his basketball team outside of
school. Helping Jake and other students learn social skills is a proactive approach to minimizing the impact of this
special need in relation to social and academic success (Pierangelo & Giuliani, 2008)

The strategies addressed above in Jakes individual learning plan will hopefully minimize the impact that auditory
processing has on his academic
abilities and social skills. Jakes ability is expected to increase gradually with time
but in the meantime, adapting to his present capacity and
applying the strategies outlined regularly will help Jake to
achieve his short and long term goals outlined in the ILP.

References
Australian Government, Department of Health and Ageing. (2013). Disability and Childrens Mental Health. Retrieved from
https://www.kidsmatter.edu.au/sites/default/files/public/KMP_C1_CANMH_DisabilityAndChildrensMentalHealth.pdf

Barkhordar, F., Moghtadaie, M, & Jafari, A (2012). Effectiveness meta cognition stratigies on children with spelling learning
disabilities, Procedia social and behavioural sciences.(69) 1244-124
Bureau of Instructional Support and Community Services. (2001). Technical Assistance Paper: Auditory Processing Disorder.
Retrieved from
http://www.aitinstitute.org/CAPD_technical_assistance_paper.pdf
Gast, D. L., & Keel, M. C. (1992). Small-group instruction for students with learning disabilities: observational and incidental
learning. Exceptional Children, 58(4), 357

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Harris, J., & Turkington, C. (2003). Understanding Learning Disabilities: The Sourcebook for Causes, Disorders, and
Treatments. NY: An imprint of Facts On File, Inc
Johns, B., & Lerner, J. (2009). Learning Disabilities and Related Mild Disabilities (3rd ed.) USA: Houghton Mifflin Harcourt
Publishing

Leeds Community Health Care. (2012). Childrens Speech and Language Therapy Service. Retrieved from
http://www.leedscommunityhealthcare.nhs.uk/our_services_az/childrens_speech_and_language_therapy_service/

Pierangelo, R., & Giuliani, G. (2008). Teaching Students with Learning Disabilities. Thousand Oaks, California: Corwin Press

Tan, L. (1998). Auditory Processing at Home. Australia: Cataloguing- in- Publication data
Tan, L. (1998). Auditory Processing at School. Australia: Cataloguing- in- Publication data
Tan, L. (1998). Behaviour, Communication and Auditory Processing. Australia: Cataloguing- in- Publication data

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