STUDENT DETAILS

Name: Charlie

Grade: 2

Gender: Female

DOB: 27th May 2009

Special Need: Central Auditory Processing Disorder

Age: 7 years old

PROGRAM SUPPORT MEMBERS

· Parents
· School Principal
· Classroom Teacher
· Teacher’s Aide

RATIONALE

Central Auditory Processing Disorder (CAPD) is classed as a sensory learning disability (Foreman & Kelly, 2014). CAPD is a hearing problem that affects
approximately five percent of school aged-children (Kids Health, 2016). Early diagnosis is extremely important, because if the diagnosis is not made as early
as possible so children can be treated appropriately, children may develop speech and language delays when they reach school.

Charlie cannot process what she hears because her ears and brain do not efficiently coordinate with one another. Furthermore, Charlie does not recognise
slight differences between sounds especially when there is significant background noise from playground and classroom environments. Charlie has a good
support network from her parents and siblings, and they are all dedicated and invested in learning and implementing strategies to help Charlie reach her
full potential over the course of her learning journey.
Due to the disorder, Charlie has difficulty in understanding instructions, which impacts her ability to maintain focus throughout class time. This inability to
maintain focus is a result of CAPD causing inattentiveness and short-attention spans in children (Cacace & Mcfarland, 1998). Therefore, her memory is
affected because she cannot process what she hears. However, Charlie is a kinaesthetic learner and has a love for playing the piano. Through ‘hands on’
activities and visual cues, Charlie will be able to better understand information and instructions (Bellis & Anzalone, 2008), instead of relying solely on verbal
speech to become informed and educated in the classroom on a daily basis.

The focus of our individual learning plan is to address Charlie’s attention and focus during class time to enhance her learning experiences by improving her
memory skills to retain information. In addition, the individual learning plan will also address Charlie’s confidence skills and her ability to work in a team
environment with people she may not know well or if at all.

CURRENT SKILLS, STRENGTHS AND WEAKNESSES

Interests Strengths Challenges Learning Priorities

- Sport - Science (hands on activity) - Central Auditory Processing Disorder - Develop Charlie’s confidence in order to
(especially help her interactions with new and
netball) - Art (hands on activity) - Poor memory and attention skills unfamiliar people, enabling her to work
effectively in a team
- Playing the - Caring nature - Inability to fully understand and therefore
piano follow instruction - Provide strategies for Charlie to
- Persistence (she tries her
understand, remember and follow
- Listening to best and never gives up) - Shy around unfamiliar people, but then does
instructions
music warm up to them
- Average motor functions
- Improve Charlie’s ability to maintain
- Dancing - Does not like loud noise (noise that is
- Family is very involved in focus and determination in the
‘unorganised’ and ‘cluttered’, like classroom
her education and willing classroom when completing activities
- Drawing chat) therefore hinders her ability to complete
and to help wherever they can set tasks and engage in class discussions
 colouring
POSITIVE PARTNERSHIPS PLANNING MATRIX
Communication
Characteristics Does not take on board
instructions from the
teacher
Implications Charlie doesn’t participate
in class discussions, because
she cannot concentrate due
to too many distractions
around the room
Group Interactions
Works well with other students
and can make friends easily,
however does easily get lost
within her classmates
When doing group activities
with a large group of other
students Charlie doesn’t give a
lot of input because she gets
overwhelmed with information,
and can’t keep up with the rest
Coping with the Behaviour Listening to
environment Instructions
Charlie does not cope Charlie loves to She cannot take on
with loud colour in and draw several pieces of
environments information at once
She cannot Charlie does not Charlie doesn’t follow
concentrate at all complete tasks instructions, when they
Finds it too loud when because she doesn’t are all said at the same
class is doing their take onboard what time
work but are allowed the tasks involve
to chat to others
around them
Strategies Seat Charlie at the front of
the room, with her back to
the window
Instead of putting her in a She has been given Once Charlie has Write up flashcards
group, put her into a pair with a sound cancelling completed a task, with step by step
student that can help explain headphones to wear reward her by letting instructions in which
things to her and thus help her when working her have 10 minutes she completes one
learning of colouring flashcard then moves
in/drawing time onto the next

INDIVIDUAL Learning PLAN

Semester Goals Short Term Goals Strategies/Methods Mode of Delivery Mode of Evaluation
(Long term) (What) (How) (Who/When) Assessment

1 Will develop Will learn and Create flash cards These flash cards Take part in a 123
memory by remember two that will assist will primarily be formal test, where
learning 25 new new sight words Charlie in used at home. the words are
words off ‘100 each week, this remembering the Charlie’s parents presented and
commonly used short-term goal words. The writing will be able to help Charlie must
words’ list. Charlie will assist on the cards will be with this part of clearly state what
has difficulty Charlie’s memory large and clear for her learning,
 retaining and aid her in her to read. however when the word is.
information eventually opportunities arise
therefore this slow becoming familiar in school, the
revised plan to with all 100 teaching staff will
help her learn her words. also go over them
words will work with her
her brain and
begin embedding
these important
words.

2 Encourage Charlie Ensure Charlie Ask Charlie to This mode of This type of 123
to take part in feels welcomed participate in group delivery will take assessment will
group activities and needed, activities on a daily place verbally as happen in an in-
that will aim to reiterate how her basis. we continuously formal based way.
build her group needs her praise and The intention is to
confidence. The and how vital her Praise her positive encourage watch and note
overriding goal for assistance is. contributions when Charlie’s ability to her participation
this semester is to she participates participate in a in group activities.
ensure Charlie positively team. We feel that We understand
feels confident to she lacks self that she has never
work with other confidence had the desire to
students and because of her work in a group so
create a safe team sensory learning we will monitor
building disorder, therefore her initiative and
environment. it is essential to ability to work in a
 offer positive group. We will
praise and receive feedback
commend her from the aids we
good work ethic. have in our
classroom as well.

3 Create a learning Welcome Charlie Set Charlie to It is essential that Classroom 123
environment that to complete her complete her work Charlie’s parents Teacher will
Charlie can learn work in the in the shared assist in achieving assess how
effectively in shared room learning space this goal, ask her Charlie reacts
however does not connecting the however when we to sit in the family when sitting with
disrupt the rest of two classrooms. share our work and room when the TV the large group
the classes This way she will the group comes is on. However during loud
learning. still be close to all together ask her to ensure she has discussions. She
the other re-join the group. quiet time before will create a
students however There will often be and after. It is all journal
be able to loud noises from about balance and documenting her
concentrate in a the class however creating an progress and
quiet space. The after allowing environment report frequently
noise cancelling Charlie time to where Charlie feels back to her
headphones work learn quietly she safe however can parents.
well however we may feel more step out of her
are looking at confident in sharing comfort zone to
exploring new her ideas as she has assist with her
avenues to work had time to develop learning.
her into her thinking.
classroom
 activities more.

4 During reading Using strategies Have an aide sit This goal will be Informal testing, 123
time, ask Charlie such as writing down with Charlie achieved after lots watching Charlie
to re-tell a story in down characters, and work through of practise at present in a group
her own words setting, body the main points in home and also at and her strategies
paragraphs and the story, this will school. We know of remembering
the main message help her to recall that Charlie the story.
to assist her in what she has just struggles with her
remembering the heard. ability to retain
stories information
In her book, ask therefore this goal
Charlie to draw will help her with
pictures about what her memory. In
she has just read. saying that is also
These prompts will helps her with her
help the visual confidence as she
learner in her to will re-tell the
remember the story back to the
story. class. At the end of
semester after lots
of attempts Charlie
will be asked to re-
tell a story in her
own words. She
will be given time
to think and write
down some ideas
 and then report
back to a small
group.

5 Follow a clear set Ask Charlie to With the assistance Throughout the We know that 123
of instructions complete only of an aide, Charlie semester we will Charlie struggles
without direct one or two things will use visual cues ask Charlie to to perform under
assistance without directly to help her in complete the tasks pressure so we
instructing her. understanding a set on her own. She will monitor how
Continue to of instructions and will be equipped she goes following
increase the level remembering what with the right tools instructions over
of instructions to do. She will draw and tricks to follow the semester. We
given. and create visual the task at hand. will require
images of the set of She knows what to constant feedback
instructions that the do and how to from those at
teacher has just keep calm and home too.
mentioned. stick to her plan.