You are on page 1of 9

EDFD221 Assignment 3: Catering for Individual Differences.

Keegan Doherty S00153812 and Stefano Alessandro Zaccari S00127142

Characteristics

Implications

Communication

Social interaction

Restricted Interest &


Repetitive Behaviours

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.

Commented [K1]: 1.1 - Through developing a thorough


understanding of the individual child, I have been able
to identify possible social implications that could evolve
or become problematic within the student's life due to
their disability. This information can then be used to
alter the presentation of lesson content to cater for this
student and have them become active participants
within classroom activities.

Constantly

Commented [K2]: 1.2 - Demonstrating an


understanding of how this student best learns through
identifying their strengths (eg. arts and drawing) to
incorporate these strategies into everyday lesson
planning and mode of presenting information. This
promotes the student to become more engaged within
their own learning and drives the learning inquiry
process.

Strategies

cues in order to
communicate more
effectively.
Unable to expand on
comprehension of
content and vocabulary
due to memory retention
difficulties.

Eg. not observing


silence during school
assembly.
The student may
potentially face
difficulties when
interacting with other
students when they
are emotionally
affected. Eg. when
there is a death in the
family and a student is
distressed.

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

tasks and real world


situations.

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.

Poor linguistic skills

overall affects the


development of social
and personal
understanding.
Difficulties in retain
information due to
poor memory affects
all aspects of everyday
life and highlights the
need for constant
prompts, cues and/or
Supervision.
Use of concrete visual

cues around the


learning environment
as a constant means of
prompting Kim of set
everyday task that she
may forget due to her
poor ability to retain
information.
Gradual removal of
visual cues over time
to reduce dependency.
Constant use of
appropriate gestures
(eg. saying hello
upon greeting).
Integration of creative
art and performance
into other domains of
learning to increase
Kims participation

forget any requirements


of task or what she is
meant to be doing.

short verbal
instructions to direct
Kim encouraging her
development and
engagement into a
circle of friends.

encourages Kim to use


her memory recalling
skills for set daily task,
lessening her reliance
on visual cues with an
overall goal for her
responses to become
automatic.

across all subject


faculties.
Commented [K3]: 1.3 - Understanding the student is of
a different cultural background and has been born in a
different country. Through identifying this, accompanied
with identifying the implications her disability (poor
memory retainment) may have on her social and
intellectual development, I have devised a teaching plan
with a range of different skills and strategies to assist
the student in everyday class activities that both
encourage independent learning (eg. personalised
concrete visual timetable) as well as promote
involvement within whole-class discussions (use of
verbal and visual cues).

INDIVIDUAL LEARNING PLAN


I.L.P. 1 OF 1
Date Devised: 22/05/2015

Review Date: 15/12/2015

Student: Kim Zikri


Year Level: 1
D.O.B. 12/05/2008
Program Support Group Members consulted in devising this plan:

Age: 7Years Old

Class Teacher: Mr Peter Parker


Parents:Mr Zac Zikri & Ms Josephine Zikri (Mother overseas Ms Sally Simi)
Principal Rep(PSG Chair): Mr John Jenkins

Consultants to the PSG:

Psychologist: Mrs Pauline Psyche


Teachers Aide: Mrs Tania Thompson
Student Wellbeing: Coordinator: Mrs. Sally Wilson
Entry Skills:
Kim successfully recognises letters of the alphabet and the associated sounds of those letters. She is working towards the formation of statements
that convey her thoughts and feelings. She has a strong sense of creativity, which is evident in her visual responses as well as enjoyment of arts based
activities. She also can succesfully count up by ones when using her hands as a cue.
Challenges (Areas for Improvement):
Kim's first year and a half have seen her put in fantastic effort and have assisted her to apply and understand some learned concepts. Kim faces some challenges in
her schooling both academically and socially, these arise from her Learning difficulty of poor memory as well as from her difficulties with fundamental
communicational skills.

Learning Priorities (Future Learning)


The highest priorities for furthering Kim's learning is to ensure that her learning has a focus on growing her ability to communicate and interact with
others and at the heart of this is building her written and spoken language skills. Equally as high a priority for her is assisting her memory difficulties
through the provision of resources that assist her with memory retention. This includes all forms of visual, auditory and physical concrete cues.

INDIVIDUAL LEARNING PLAN


STUDENT NAME: Kim Zikri

Devised

22/05/2015

Review Date15/12/2015

Goals for the period


of this ILP
Improving Kims
spoken and written
language to allow her
to fully and
appropriately express
herself and also her
ideas.

Short term goals


Kim developing
enough language
competency allowing
her to write a
sentence describing
how she feels or
about something she
has
done/experienced.

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

Commented [K4]: 1.5 - Differentiating the set learning


task to develop the specific focus areas of which the
individual student may require further assistance.
Although this student is in Year 1, through dailylistening to Foundation Level audio English tapes, this
student can both improve her pronunciation of English
words (ESL student), further her understanding of
commonly used English terms, as well as appealing to
both audio and visual senses through the addition of a
book to follow along with the tape recordings. This
assist the student in sound-to-word recognition skills
and furthers the abilities of her memory retainment
skills.

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.

Greeting with a gesture


every morning. ie. Waving
hands and saying hello.
Structuring of some
activities to include
students sharing of
interests

Ensure that Kim is


included in all
classroom activities
irrespective of her
ability and has equal
opportunity to
participate.

Insuring that all


teaching staff that
teach Kim have
lessons that will
include her provide
clear opportunities
for her participation.

Preventing over
differentiation of
Kim's learning.

Increased use of visual


concrete resources to
allow Kim to participate in
all activities like unifx
blocks for mathematics or
letter cards for language
based activities
(Understanding working
memory, 2007).
Visual cues placed in
obvious places related to
the activity for Kim to
always refer back to if
difficulty arises in
remembering what is
requiring of her to do.

Every morning in the classroom


setting, and if encountered the
schoolyard, Kim will be greeted
and asked How are you going
today? to encourage her to
express her feelings verbally.

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.

The ability to relate


and interact with
others in that is
socially appropriate.
Improving Kims
spoken language.

Teacher adopting the


universal design for
learning in Kims
classroom to ensure that
Kim is a participant in
general classroom
activities and not excluded
because of her learning
difficulties. Also Kim's
learning would benefit
from the regular
assessment and review of
her learning development
progression (Teaching
methods: Differentiating
Learning, 2011).
A set time of the day for a
circle-time activity in the
classroom setting that
allow for interactions
between different
students either verbally,
written or gestural.

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

At the end of the


each term have
the each student
complete a
personal profile
of which asks
who they count
as a good friend.

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.

Locating any useful


resource in available
in the school and
researching for and
purchasing aids to
assist with improving
Kim's 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.

students of the class in a


mutually beneficial manner.
Teacher
Teachers Aide
Psychologist
On the advice of the
psychologist, place visual
prompts around the classroom
in appropriate areas related to
everyday task undertaken in
these locations. For example, a
colour coded timetable on
Kims work desk that indicates
what she is required to be
doing at different times.
(Morning, placing her diary on
the teachers desk).

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.

Visual copy of a daily planner


with set instructions of the
activities for the day to limit the
effects of Kims poor memory.

KEY:

1 =Little or No Progress

2=Satisfactory Progress

3=Excellent Progress/Goal Achieved

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