INDIVIDUAL LEARNING PLAN (ILP) MATRIX

Date Devised: 27/05/16 Review Date: 27/08/16 27/11/16

Student: Daniel Harrison Year Level: 1 D.O.B. 14/05/2009 Age: 7 yrs 3 months
Program Support Group Members consulted in devising this plan:

Class Teacher: Carlo DAmico

Deputy Principal/ Curriculum Coordinator: Eleanor McClafferty
Outside ADHD Specialist: Sarah Reed
Parents: Michael Peter (Step father)
Julie Harrison (Mother)

Additional Reports:
ADHD testing from GP
School Report: Year 1,Term 1 report
Article on supporting ADHD students in schools

Academic, social and emotional development:

Entry Skills
o Daniel has tested in the highest 25% of the class in mathematics for term one, as evidenced through his MAI testing

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 o In health and physical education he is excelling in individual sports
o In literacy he is at foundation level for communication and reading
o Daniel works well one on one with selected students and teachers
o He expresses competence in tasks relating to visual arts
o Daniel is very gifted in relation to ICT

Challenges
o Daniel struggles to participate in group activities/tasks where negotiation skills, different roles, and taking turns are needed
o He has difficulty interpreting as well as understanding facial expressions
o Running records highlight concerns relating to Daniels lack of phonological awareness
o Daniel has difficulty in verbally conveying his emotions to teachers and peers
o His inability to effectively express emotions often leads to inappropriate outbursts (yelling, tantrums, running away)
o Daniel exhibits disruptive behaviour during extended instruction and prolonged class tasks

Learning Priorities
o Increase Daniels negotiation skills, ability to engage with the different group roles and turn taking, to allow him to successfully
participate within group activities
o Promote awareness of the different forms of communication, verbal and non-verbal
o Use visual and kinaesthetic strategies to increase Daniels phonological awareness
o Increase understanding of how to appropriately address and express emotions
o Minimise disruptive behaviour

Childs characteristics:
Daniel is a kinaesthetic and visual learner
He is easily distracted
Daniel has an assertive personality
He shows willingness to assist others, however his inability to read social and emotional cues hinders this
Daniel gets restless and fidgety during extended learning periods
He often calls out and does not wait to be called upon

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 When performing tasks, Daniel is able to approach them from different perspectives and looks outside the box this has been
observed in mathematics and visual arts
He enjoys Disney movies
Daniel often does not complete tasks unless he is interested in the topic
Daniel has an abundance of energy
Both sports and art are subject areas of interest for Daniel
He also enjoys listening to music in his free time

Impacts on learning and development

In the past two years there has been a modification in Daniels household. His stepfather moved in who brought with him two children. This
meant that Daniel had to readjust, as he is no longer an only child. Instability in the home has further highlighted, and in some way increased,
the challenges at school. Specifically it has increased Daniels inability to work in groups without fights or arguments occurring. Daniels
mother has made it clear to us that he faces these issues at home as he struggles to communicate with his new older siblings, causing him to
lash out. She has also shared with us that at home, both Michael and her have started to implement a plans to overcome these issues,
including getting him to stop and take a deep breath, using a stress ball to calm down, and also getting him to listen to music on his iPod.
Allowing him to listen to music on his iPod has had great results at home to help Daniel calm down.

Good at technology no expression on a computer doesnt affect communication etc.

- Something to do with individual sport
- ADHD impacts - negative, impulsive, disruptive, hyperactive

Implications for the teachers

ADHD
o Inattention:
Make sure to give clear and concise instructions.
Break up long assignments into small chunks so Daniel feels like he is achieving tasks.

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 Encourage Daniel to stay on task.
o Impulsiveness:
Seat Daniel near a role model.
Have a behaviour contract that has been agreed on by both parties.
Compliment positive behaviour.
o Motor activity:
Allow Daniel to move from seat during class time.
Have short breaks between classes to refocus.
o Academic skills:
Provide additional reading time.
Avoid oral reading.
Allow for use of apps on iPad to assist with reading and writing.
o Organisation:
Have different coloured books for each subject.
Supervise when giving homework tasks so he gets the information he needs.
o Compliance:
Implement classroom behavioural system.
Praise positive behaviour.
Ignore minor misbehaviour.
o Mood:
Speak softly when Daniel is distressed or nervous.
Look for triggers of outbursts.
Send positive letters home.
o Socialisation:
Monitor social interactions with other people.
Encourage positive social behaviour.
Kinaesthetic/visual learner: need to incorporate hands on activities into lessons.
Have consistency over all subjects.
Make sure parent, teacher communication is effective and regular.

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 INDIVIDUAL LEARNING PLAN
STUDENT NAME: Daniel Harrison Devised 27/05/16

Semester Short Term Curriculum Areas Strategies/Methods Mode of Delivery Mode of Evaluatio
Goals Goals Assessment n
(HOW) (WHO / WHEN)
(Long Term) (WHAT)
dd/mm/yy
1. Academic 1. Mathematics Use kinaesthetic When starting the Daniels
Improve Daniels AUSVELS Standard: learning within the topic and at the understanding of both
interpersonal Recognise and mathematics classroom beginning of each 2D and 3D shapes
skills especially classify familiar two- for Daniel. This will lesson, introduce and will be assessed
focusing on dimensional shapes allow him to gain a revise knowledge throughout the topic
teamwork. and three- deeper understanding using concrete with the use of
Develop and dimensional objects of shapes through using materials that Daniel observation and note
improve his using obvious concrete materials and and classmates can taking of what he has
communication features extend his knowledge. use to deepen their communicated and
and (ACMMG022) This will allow Daniel to understanding. As we demonstrated in 27/08/16
collaborative move forward with his move further through class.
skills knowledge of shapes this topic the need for
towards the level he is concrete materials
already at in should diminish.
mathematics.
Throughout lessons
give constant verbal
encouragement to help
keep Daniel on task.
2. Health and Explicitly explain Prior to Observation and 27/08/16
Physical Education
and model to Daniel continuing or Questioning
Movement and
and students fair play in introducing skill

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 Physical Activity: motion. Generate a development At the end of a lesson
AUSVELS Standard: student-centred activities that focus a three minute or five
Identify rules and discussion on which on the learning of minute (depending on
fair play when demonstrated model fundamental how Daniels attention
participating in was most appropriate movement skills, span has gone
physical and would be revise and model throughout the class)
activities(ACPMP032) encouraged during a expected behaviour conscious relaxation
game, which one was to students. and warm down
AUSVELS Standard: not and why. Encourage session will be
Use strategies to students to reflect on Place visual included. The teacher
work in group their own experiences cue cards on board or will use this time to
situations when with when someone around gym that reflect on the class
participating in played fair or did not visually show performance, provide
physical activities play fair, to examine expected behaviour. positive feedback
(ACPMP030) which demonstrated These can be made from observation of
model was hence the by students fair play and
most appropriate. themselves during an cooperative teamwork
arts lesson, students skills.
Provide clear then given ownership Teacher will then
explanations and over some of the check one on one
examples of what group rules and expected with Daniel after class
participation and fair behaviour. to discuss with Daniel
play behaviour looks his performance,
like and is expected. Follow on from understanding and his
this with one of the feelings What did
Provide visual planned short minor you enjoy?, How did
cue cards further games really you feel?.
modelling expected encourage students
behaviour and put on to put into practice
board. Encourage the fair play and rules

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 Daniel and students to they have just
refer to them if they revised.
forget how to approach
a situation or need The game will involve
reassurance that their all students and aim
behaviour is acceptable. to improve the social
and cooperative skills
Plan a set of of each student but in
short minor team particular Daniel.
problem-solving games
that centre on building
Daniels cooperation
skills and encourage
demonstration/develop
ment of turn-taking and
sharing skills. Limit
emphasis on
competition within these
games brings focus to
completing the game as
a group.

2. Social 1. Drama Through drama, specific At the beginning of Observation/ 27/08/16

Improve Daniels AUSVELS Standard: social skills such as the lesson the Anecdotal Notes:
ability to use and Use voice, facial sharing or turn taking in teacher will set up
understand expression, Teacher to observe
conversation will be role plays based on
different forms of movement and space how Daniel uses his
practiced through role- commonly observed
communication to imagine and voice, facial
play and minor drama conflict scenarios or
establish role and expression and
games. poor social skills that
situation movement when
Daniel and other

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 (ACADRM028) Each role-play will students lack and responding to given
reflect daily scenarios need modelling. scenarios. Are they
and coping strategies. appropriate, is there
Students in groups of
This opens discussion one expression or
four or individually,
and observation scenario he is
will then role-play the
between teacher and continuously
set scenario as well
student on whether the struggling with and
as compose a
strategy best suited the needs more practice
response either
scenario or whether a with?
appropriate or
better strategy could be inappropriate, that Observe how Daniel
implemented and why. can lead to interacts with his
Students will test and discussion after on group.
learn how their voice why it was a good
and facial expressions Self Reflection:
strategy or not.
can be used in each Daniel is to record in
scenario and how At the end of lesson his arts journal
others can interpret cue cards or a (journal to be set up
them. This will provide second role-play will by Daniel- no teacher
Daniel with an be given by teacher input in how Daniel
opportunity to learn which students expresses himself.
indirectly the social verbally respond with Daniel may write,
skills that he often correct coping draw pictures or
lacks, which he can scenario, tone/level of create a video) his
take with him back into voice, facial feelings, thoughts,
real life situations. expression and challenges and things
movement.
Different verbal and he thought went well
non-verbal tasks will be to be included.
set to get students Teacher to then read
practicing and thinking through this to gain
into the different modes insight into how

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 they can communicate Daniel perceived the
with. lesson and himself.

2. English Start unit using visual When beginning this Assess Daniels 27/08/16
AUSVELS Standard: displays that show unit in class make development through
Explore different ways multiple ways in which sure that the whole observation in
of expressing we can communicate class is addressed lessons and note
emotions, including with one another, e.g. and not just Daniel as taking, focusing on
verbal, visual, body video, pictures, etc., so many students his interactions and
language and facial students can see struggle with different use of new
expressions practical examples of forms of knowledge when
(ACELA1787) expression. Be explicit communication and communicating.
with information and we do not want to
AUSVELS Standard: tasks that need to be single out one child.
Understand that Regularly ask Daniel
completed.
language is used in When grouping questions in relation
combination with students make sure to this, especially if
other means of Daniel is placed with
Have students work in miscommunication
communication, for at least one student
groups throughout this occurs so
example facial that he is comfortable
unit, however allow connections can be
expressions and Daniel to go to the quiet with and works with made.
gestures to interact are if he gets agitated or well (someone who is
with others a good role model for
starts to get frustrated.
(ACELA1444) Daniel)
Also throughout English
allows Daniel to use his
iPad for reading and
writing tasks as he has
an app that assists him
with these tasks.

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 3. Emotional 1. Health and Through the use of When introducing this Daniels assessment
Improve Daniels Physical Education Disney movies Daniel unit, clearly explain will be:
ability to express Personal, Social and will identify and match that it implicates the
and deal with Community Health: Observation of the
facial expressions and different ways of
negative reaction after the
body language with its feeling and how ones
emotions AUSVELS Standard: movies and at the
meaning. From this he reaction can affect
Identify and practice completion of the
will be able to respond others.
emotional responses poster.
accordingly to different
that account for own Create a Cause- Analysis of the
situations.
and others feelings Effect poster about drawings.
(ACPPS020) He will be provided feelings for student to Verbal
with emotional refer to. assessment of the
flashcards, to help him answer to the
During each activity
display his emotions, probing questions. 27/08/16
encourage Daniel to
before they escalate use the different Take notes of the
into an outburst. number of times
feelings and facial
Cause and effect expressions (cue Daniel uses
activities will be used to cards). emotional
help the students flashcards.
Stimulate Daniel to
understand how ones adopt strategies like
reaction to a situation deep breathing when
can affect others he feels like his
feelings. emotions is about to
escalate.

2. Visual Arts Daniel and other Connecting to the PE Assess Daniels 27/08/16
AUSVELS Standard: students will be lead to topic, each student development through
Create and display acknowledge and will produce one set observation in
artworks to recognise different of emotional lessons and note
communicate ideas to

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 an audience emotions and ways to flashcards, to avoid taking of the number
(ACAVAM108) express/ read these singling out one of times he uses his
emotions. student. emotional flashcards.
AUSVELS Standard:
Respond to visual Plan a unit if work in Daniel will be Take note of Daniels
artworks and consider which students focus on encouraged to show verbalising his
where and why different facial and tell the class emotions and choices
people make visual expressions (comic about his storybook about the picture.
artworks, starting with story books, etc.) and and explain the
visual artworks from capturing these through reason for his choice
Australia, including means of their choice. of colours, style and
visual artworks of Clearly explain that the image (allow four
Aboriginal and Torres story and the drawings other students to do
Strait Islander will show what scenario this before Daniel).
Peoples each expression may
(ACAVAR109) occur in and why.

EVALUATION KEY: 1 = Little or No Progress 2 = Satisfactory Progress 3 = Excellent Progress/Goal Achieved

Strategies discussed within the above table are categorised as follows:

Well-being and resilience:

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 o The provision of emotional flashcards, briefly mentioned as a strategy in the physical education unit, is an outstanding tool that
can be used across all subject areas. Furthermore, this would increase the students repertoire of emotions to choose from,
according to the different situation and consequentially decrease the number of emotional outbursts
o The constant use of clear and specific expectations for each task. This can be written, verbal, or through the use of cue cards. It
can be further extended to the daily planner as well as for every single lesson. This will support Daniels ability to stay on task
and be clearly aware of what is expected and in which order.

Protective factors:
o The inclusion of the strategy role-play and music across the strands Drama, Visual Arts and Physical is an ideal teaching tool for
indirectly modelling and practising with Daniel appropriate social skills (Crimmens, 2006; Weber & Haen, 2005). Through role-
play a safe environment is set up that reflects daily scenarios Daniel and other students struggle with. The teacher is able to
model possible outcomes and generate discussion with students strategies for best dealing with the encountered conflict.
Appropriate behaviour such as sharing or fair play can also be expressed through role-play, role-play facilitating students in their
ability to approach and reflect on themselves and others within scenarios from different perspectives (Weber & Haen, 2005;
Ashman & Elkins 2012). This will help in building Daniels self awareness of his interpersonal dynamics such as what makes him
angry or frustrated and offer him invaluable methods to then deal with and express these emotions when he comes across them
in real life situations. Through role-play we can place Daniel in a number of situations and teach him through active, embodied
learning which communication skills are required, choice and expression of emotion, body language or tone of voice, with
change for Daniels behaviour not just envisioned but practiced (Crimmens, 2006). Role-play also assists Daniel in English,
improving his comprehension skills (Pierangelo, 2008).
o The unit of short minor problem solving games within the Physical Education strand encourages Daniels involvement in
cooperative and fun team situations. Like role-play it offers Daniel another medium within a controlled environment to observe
and practice socially accepted responses and address with teacher and peers social problem solving strategies ( Auxter, 2010).
Daniel can then use these strategies during lunchtime games where the teacher is less involved, with Daniel aware of which
strategy, rule or look of fair play to refer back based on the lesson.
o The use of kinaesthetic learning techniques within the classroom is essential for Daniels development. The use of concrete
materials when introducing Daniel to new ideas and topics will help him to make the connections need to build on this new
knowledge. This shows the consideration for his individual learning needs within the classroom.

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 o The involvement of the childs parents, both at school and at home is highly beneficial for his emotional stability. Furthermore,
this structure promotes clear and effective communication between educators and parents. It also encourages the same
strategies used at school by the teachers to be reiterated by parents at home, or vies versa.

Catering for additional needs:

o The provision of short regular movement breaks throughout learning periods offers Daniel time to re-adjust and prepare himself
for the next part of the lesson. Short movement breaks that involve outbursts of physical activity opportunities such as a school
walk can effectively alleviate tension which for Daniel if builds up can contribute to his sudden outbursts and disruptive
behaviour. Periods of exercise will assist to increase Daniels emotional performance through the lesson and through the day
when incorporated throughout other lessons (Christopherf & Ismael, 2014). It also noted by Archer and Kostrzewa (2011), that in
conjunction to increase in effective management of emotion, multiple exercise breaks through the day can reduce disruptive
behaviour, increase control over impulsive behaviour and direct focus towards lesson.
o Daniels interest, gift and knowledge for ICT has led to the addition of its increased inclusion and recognition within the schools
curriculum. We have used this gift to help him in subject areas where he often struggles, especially in English. Daniel has been
given an iPad which has apps on it that assist Daniel with reading and writing, allowing him to do tasks without assistance and
the stresses of not being able to comprehend a text. One of these apps is the scan/read system (Dell, Newton, & Petroff, 2011).
This program highlights each word while it is being read. This helps keep Daniel engaged, causes less stress when reading,
allows him to read for longer, and helps him to follow the text, making word connections. The use of this program has shown
remarkable improvements in Daniels ability to comprehend texts, and complete tasks.

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References:

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Ashman, A. F., & Elkins, J. (2012) .Education for inclusion and diversity (4th ed). Frenchs Forest, NSW : Pearson Australia
Ashman, Elkins, P. J., & Ashman, P. A. (1997). Educating Children with special needs. Prentice-Hall (Australia).
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Christopherf, M., & Ismael, F. M. (2014). Practical strategies for teaching students with attentions-deficit hyperactivity disorder in general
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