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SID #18252191
Sophie is 9 years old and attends Year 3 at a Catholic primary school in a small regional town
in Victoria. The school has 125 students, organised into six multi-age classes. Sophie is in a
class of 18 students (10 in Year 2, and 8 in Year 3). While Sophie is the only child in the class
with dyslexia, two other children have mild-ASD (diagnosed) and one child recently suffered a
major trauma due to death of a parent. Being a small school, there is a high degree of
involvement from the parents in the classroom.
Sophie has a stable home environment with significant parental support. Sophie has an 11-yearold and 6-year-old brother, both of whom are highly achieving academically. There are
concerns of comparison with her brothers; however there appears to be no identifiable affect on
Sophies sense of identity to date. While Sophies cultural background is Italian on the paternal
side of her family, the family is predominantly uni-lingual and English has always been the
only language spoken at home.
Reports from the Maternal and Child Health Nurse indicate that Sophie has demonstrated no
known developmental delays in physical or cognitive areas. While she is in the 30th percentile
for height, she is also only in the 20th percentile for weight meaning that her physical
development (while small) is proportionate and does not indicate any concern. Sophies speech
development, as assessed by her Speech Pathologist, indicates that she met all major milestones
and has always has an appropriate size of vocabulary and use of sounds and words in speech.
Sophie is a very happy, social and well-adjusted child at school, and she is very well-liked by
her peers. Sophie has not demonstrated the typical development of emotional problems that
students with dyslexia experience when early reading instruction does not match their learning
needs.
Learning Profile
Sophie has been assessed by a Speech Pathologist with moderate dyslexia at 8 years of age (6
months ago). Dyslexia is a specific learning disability that is neurological in origin. It is
characterised by difficulties with accurate and/or fluent word recognition and by poor spelling
and decoding abilities (Clark & Uhry, 1995; Dykman & Ackerman, 1992; MacKay, 2004). It is
referred to as a learning disability because dyslexia can make it very difficult for a student to
succeed academically in the typical instructional environment (Reid, 2013).
Specifically, Sophies form of dyslexia was assessed by her Speech pathologist as residing in a
reduced capacity of the working memory function. Drawing on Baddeley and Hitchs (1974)
model, working memory has two systems: the phonological loop retains material in a
phonological code that is highly susceptible to time-based decay, and the visuospatial
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sketchpad has limited capacities to represent information in terms of its visual and spatial
characteristics.
Working memory is known to be linked with reading ability. Gathercole, Alloway, Willis, and
Adams (2006) findings suggest that working memory skills represent an important constraint
on the development of skill and knowledge in reading. In typically developing samples of
children, scores on complex memory tasks predict reading achievement independently of
measures of phonological short term memory (Siegel & Ryan, 1989; Swanson, 1994, 2003;
Swanson, Ashbaker, & Lee, 1996; Swanson & Howell, 2001). For Sophie, the key presentation
is in very poor spelling and writing functions, and below average reading ability. Sophie also
has difficulties recalling sequential instructions when given verbally.
While students with dyslexia often end up feeling less capable than they actually are, Sophie
has many strengths that she has developed naturally to compensate for her dyslexia (Singer,
2005). Her artistic abilities are well-developed, and she often demonstrates creative solutions to
problems. Her sociability and creativity also allows her to articulate ideas well when spoken.
Sophie also relies heavily on her social skills to help her solve problems in class and aid her in
following teacher instructions when she has not understood. Sophie has high aspirations for her
education, and her enjoyment of artistic and creative pursuits have lead her to indicate that this
is a path she would like to follow in later years of schooling; she has indicated that she would
like to be an architect as she likes drawing and designing.
Support factors
The Disability Discrimination Act 1992 (Cwlth) and the Disability Standards for Education
2005 (Cwlth) requires adjustments to teaching and learning experiences and assessment tasks to
enable a student to demonstrate their knowledge, skills or competencies. To comply with these
standards I would consult with the student and parent as part of the process to personalise
learning and adjustment reviews occur regularly, and are changed or withdrawn where
necessary. It is also important that all teachers across the curriculum will deploy a range of
strategies & resources designed to ensure that the curriculum content is appropriate to Sophies
level of understanding and interest. The ILP specifically provides a statement of purpose
designed to embed these critical factors.
Sophie has a stable home environment with significant parental support. Sophies parents had
early concerns during 4-year-old Kindergarten that she was not as articulate as her older
brother, however these concerns were dismissed by the educator and attributed to overly
anxious parenting and unfair sibling comparisons. Based on this negative experience, Sophies
parents were reluctant to voice concerns that arose later in the early years of primary school,
and this was compounded when Sophie was not identified for reading Recovery in Year 1.
However, the school and parents concerns emerged by Year 2, and as a result Sophies parents
sought the help of a Speech Pathologist who confirmed an assessment of moderate dyslexia
with specific focus on working memory function. The result of this process has been a
willingness to provide support and be involved with Sophies education, yet at the same time a
degree of mistrust due to missed opportunities for earlier intervention.
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2. Inclusive Strategies
Based on the work of Foreman (2008) and (Kelly & Lyons, 2008) successful inclusion is
contingent upon the active engagement and support of the school community, the provision of a
facilitative learning environment and the best quality teaching. Using this multivariate
approach, inclusive strategies therefore must be orientated to include the curriculum, the
classroom, the teacher and the school and macro level environment.
Curriculum & Assessment
Research suggests that learning activities in literacy classes often impose heavy demands on
working memory, resulting in frequent task failures in children with poor working memory
function. (Gathercole et al., 2006). As teachers will have the freedom to adapt class work,
homework, marking and assessments to fit the needs of the child within the supportive school
environment, several adaptions to the curriculum are possible. An assessment and plan
(provided with ILP) have been undertaken and shared by her Speech Pathologist, with whom
she attends sessions for 1 hour per week. This plan provides specific information for the
teaching of phonic awareness and letter identification, and forms the basis to help with
Sophies spelling. Sophie is also involved in the Year 3 Reading Recovery program each day
for 30 minutes of individual tuition. This is supported at home with an individual home reading
program.
While it is recognised that standardised testing may not be appropriate for dyslexic learners
(Reid, 2012), NAPLAN remains an important part of formal assessment. However, it is also
understood that classroom teachers will be best placed to decide which assessments are most
appropriate for Sophie and where possible alternative methods for recording work are used,
such as mind maps, story boards, flow charts, bullet points, power points, and oral
presentations. Differentiated writing tasks help to take into account that Sophie is verbally able
but has difficulty in recording, and this includes providing more time for assessment tasks.
Reinforcing positive self-identity is important for students with dyslexia, and therefore marking
for success is applied. This involves the use of highlighter marking at a ratio of 3 success
criteria met to 1 next step learning prompt.
Classroom routines & resources
Gathercole et al. (2006) predict that promoting teacher awareness of working memory loads in
classroom activities, and effective management of these loads for children with impairments of
working memory, should boost their learning. There exist a number of methods for reducing
working memory loads that could readily be applied to classroom practice.
It is critical for Sophie that verbal instructions are clear and concise, and where she does not
understand, she is encouraged to consult with her buddy. When Sophie does ask for help or
clarification, she is thanked to positively reinforce that practise, even when she has not been
listening. Sophie is regularly asked to repeat and explain in her own words what they have to
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do. To help further, learning intentions are repeated throughout the lessons, and a large
illustrated timetable is available in classroom.
Resource organisation is also critical to aiding Sophies learning. Access to equipment must be
well organised, clearly labelled and rehearsed. Examples of resources include: resources are
available of numbers 1-100, place value charts, days of the week, months of the year for Sophie
to access independently; a written and numerical example of the date is provided every day and
Sophie writes the date on at least one piece of work a day; and key topic words are displayed
and Sophie has access to word banks. Where possible, the benefits of technology can be
applied in the classroom as an alternative means of recording work. Where more traditional
means of teacher resources are used, Comic sans or Arial font, size 12 minimum is used, with
bold rather than underlining for key words, ideas and titles.
Role of the teacher
Research highlights the central role of teacher expectations in teaching students with dyslexia,
who were found to receive lower teacher ratings of writing achievement from their teachers
when their teacher held a more negative implicit attitude toward dyslexia. (Hornstra, Denessen,
Bakker, van den Bergh, & Voeten, 2010 p. 525) At the most basic level, it is important to the
language of success and possibility at all times, including positive language which is specific
eg: Make sure you change Y to ies at the end of these words rather than Dont forget to
. This will also reinforce Sophies positive identity and avoid esteem issues for as long as
possible (Humphrey, 2002, 2003).
Additionally, it is important that the school raises staff awareness and takes advantage of any
Professional Development opportunities to increase knowledge of best practice in meeting the
learning needs of children with dyslexia (Lewis & Norwich, 2004; MacKay, 2004; Richardson,
1996). Additionally, staff should be provided with particular guidance in relation to dyslexia
awareness so that they are well positioned to identify difficulties of a dyslexic nature,
understand the needs of dyslexic students and help them to learn more effectively.
Macro level factors
There has been a long history in speech and language therapy of working collaboratively with
parents (Bowen & Cupples, 2004), and as a result of technological developments in accessing
information, many parents now present with their children expecting to be team members in
developing individual learning plans and to engage collaboratively and cooperatively in
assessment and therapy (McWilliam, McWilliam, Winton, & Crais, 1996). Sophies parents
have made it clear to the school that they are willing partners in Sophies ongoing education
and needs.
It is also critical for the school to develop links with outside agencies (Berninger, 2001; Reid,
2013; Uhry & Clark, 2005), such as SPELD, to ensure consistency in a childs learning when
they receive additional support outside of school. The school can also draw on advice from the
range of support services available within the area. Access to specialist services can help the
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school to achieve a better understanding of the factors that may be helping or hindering
progress and to identify ways forward.
3. Individual Learning Plan1
SECTION 1: STUDENT DETAILS
Student Name: SOPHIE
Agency
Classroom teacher
School Principal
Community
Note: Some of the information contained in the ILP for Sophie duplicates that which is contained in the case study.
This is important for the purposes of completeness, as the ILP would typically intended to be a stand-alone
document and may not necessarily be read or completed in conjunction with any other information.
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This information in these Appendices would be included in the standalone ILP, and provide a comprehensive
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SID #18252191
Details
Involvement
Private Speech
Pathologist
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SID #18252191
Strengths Related to
Goal:
Sophie is a very social child and finds it easy to interact with her
peers.
She enjoys classroom and small group discussions.
Barriers to Achieving
Goal:
Strategies to Achieve
Goal:
Goal 2:
Enhance creativity in literature
Activity:
Strengths Related to
Goal:
Barriers to Achieving
Goal:
Strategies to Achieve
Goal:
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Goal 3:
Improve phonetics and phonology
Activity:
Strengths Related to
Goal:
Sophie is willing to work hard in studying for spelling tests, and has
demonstrated that she is keen to improve.
She is not yet discouraged with her progress and the approach
employed should be very mindful not to create any discouragement.
Barriers to Achieving
Goal:
Strategies to Achieve
Goal:
Goal 4:
Pastoral support so as to provide opportunities to discuss anxieties and improve selfesteem.
Activity:
Strengths Related to
Goal:
Barriers to Achieving
Goal:
No known barriers.
Strategies to Achieve
Goal:
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SID #18252191
A formal review of this ILP will take place at the end of Terms 3 and 4, as well as at the start
of the 2016 school year. (See attached schedule).
It is critical that there is a seamless transition between the 2015 and 2016 school years for
Sophie. The lack of remedial action to date has been a hindrance, and we do not want any
further time to be lost due to administrative inefficiencies. The 2016 classroom teacher will be
involved in the end of Term 4 review process, and the Reading Recovery teacher will continue
with Sophie next year.
Additionally, Sophies parents will be contacted prior to the start of the school year in 2016 to
discuss any significant changes/issues that may have occurred over the summer break, so that
they can be accounted for prior to the school year.
SECTION 5: AGREEMENT
Review 1:
End of Term 3
Review 2:
End of Term 4
Parent
Classroom Teacher (2015)
Classroom Teacher (2016)
Learning Support Advisor
Speech Pathologist
Reading Recovery Teacher
School Principal
Review 3:
Start of Term 1
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Hines, R. A. (2001). Inclusion in middle schools: ERIC Clearinghouse on Elementary and Early
Childhood Education, University of Illinois.
Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher
attitudes toward dyslexia: Effects on teacher expectations and the academic achievement
of students with dyslexia. Journal of Learning Disabilities.
Humphrey, N. (2002). Teacher and pupil ratings of self-esteem in developmental dyslexia.
British Journal of Special Education, 29(1), 29-36.
Humphrey, N. (2003). Facilitating a positive sense of self in pupils with dyslexia: the role of
teachers and peers. Support for Learning, 18(3), 130-136.
Hwang, Y.-S., & Evans, D. (2011). Attitudes towards inclusion: gaps between belief and
practice. International journal of special education, 26(1), 136-146.
Jeffries, S., & Everatt, J. (2004). Working memory: its role in dyslexia and other specific
learning difficulties. Dyslexia, 10(3), 196-214.
Kelly, A., & Lyons, G. (2008). Practising Successful Inclusion. In P. Foreman (Ed.), Inclusiuon
in Action (pp. 70-111): Cengage Learning Australia.
Kiuru, N., Aunola, K., Torppa, M., Lerkkanen, M.-K., Poikkeus, A.-M., Niemi, P., . . . Tolvanen,
A. (2012). The role of parenting styles and teacher interactional styles in children's
reading and spelling development. Journal of school psychology, 50(6), 799-823.
Lerkkanen*, M.-k., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-e. (2004). Predicting reading
performance during the first and the second year of primary school. British Educational
Research Journal, 30(1), 67-92.
Lewis, A., & Norwich, B. (2004). Special Teaching For Special Children? Pedagogies For
Inclusion: A Pedagogy for Inclusion? : McGraw-Hill Education (UK).
MacKay, N. (2004). The case for dyslexia-friendly schools. Dyslexia in Context: Research,
Policy and Practice, 223-236.
Matthews, N. (2009). Teaching the invisibledisabled students in the classroom: disclosure,
inclusion and the social model of disability. Teaching in higher education, 14(3), 229239.
McWilliam, P., McWilliam, P., Winton, P., & Crais, E. (1996). Family-centered practices in
early intervention. Practical strategies for family-centered intervention. San Diego:
Singular Publishing Group, Inc.
Overy, K. (2000). Dyslexia, temporal processing and music: The potential of music as an early
learning aid for dyslexic children. Psychology of Music, 28(2), 218-229.
Peer, L., & Reid, G. (2001). Dyslexia: Successful inclusion in the secondary school: Routledge.
Reid, G. (2012). Dyslexia and inclusion: Classroom approaches for assessment, teaching and
learning: Routledge.
Reid, G. (2013). Dyslexia: A practitioner's handbook: John Wiley & Sons.
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Richardson, S. O. (1996). Coping with dyslexia in the regular classroom: Inclusion or exclusion.
Annals of dyslexia, 46(1), 37-48.
Riddick, B. (2001). Dyslexia and inclusion: time for a social model of disability perspective?
International studies in sociology of education, 11(3), 223-236.
Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy
difficulties: an independent report.
Shaywitz, S. E. (1998). Dyslexia. New England Journal of Medicine, 338(5), 307-312.
Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving
and subtypes of learning disabled children. Child development, 973-980.
Singer, E. (2005). The strategies adopted by Dutch children with dyslexia to maintain their selfesteem when teased at school. Journal of Learning Disabilities, 38(5), 411-423.
Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia. Psychological research,
43(2), 219-234.
Snowling, M. J., Duff, F., Petrou, A., Schiffeldrin, J., & Bailey, A. M. (2011). Identification of
children at risk of dyslexia: the validity of teacher judgements using Phonic Phases.
Journal of Research in Reading, 34(2), 157-170.
Swanson, H. L. (1994). Short-Term Memory and Working Memory Do Both Contribute to Our
Understanding of Academic Achievement in Children and Adults with Learning
Disabilities? Journal of Learning Disabilities, 27(1), 34-50.
Swanson, H. L. (2003). Age-related differences in learning disabled and skilled readers working
memory. Journal of experimental child psychology, 85(1), 1-31.
Swanson, H. L., Ashbaker, M. H., & Lee, C. (1996). Learning-disabled readers' working
memory as a function of processing demands. Journal of experimental child psychology,
61(3), 242-275.
Swanson, H. L., & Howell, M. (2001). Working memory, short-term memory, and speech rate as
predictors of children's reading performance at different ages. Journal of Educational
Psychology, 93(4), 720.
Tzouveli, P., Schmidt, A., Schneider, M., Symvonis, A., & Kollias, S. (2008). Adaptive reading
assistance for the inclusion of students with dyslexia: The AGENT-DYSL approach.
Paper presented at the Advanced Learning Technologies, 2008. ICALT'08. Eighth IEEE
International Conference on.
Uhry, J. K., & Clark, D. B. (2005). Dyslexia: Theory & practice of instruction: Pro Ed.
Wadlington, E. M., & Wadlington, P. L. (2005). What educators really believe about dyslexia.
Reading Improvement, 42(1), 16-33.
(Antoniazzi, Snow, & Dickson-Swift, 2010; Baddeley, 1996, 2000, 2003; Baddeley & Hitch, 1974; Barrow, 2001; Berninger, 2001; Boder, 1973; Bowen & Cupples, 2004; Brady & Moats, 1997; Clark & Uhry, 1995; Daneman & Carpenter, 1980; Dykman & Ackerman, 1992; Exley, 2003; Foreman, 2008; Foreman, Arthur-Kelly, Pascoe, & King, 2004; Foreman & Arthur- Kelly, 2008; Forlin, 2001; Gathercole et al., 2006; Gersten, Baker, Haager, & Graves, 2005; Groom & Rose, 2005; Henry, 1997; Hines, 2001; Hornstra et al., 2010; Humphrey, 2002, 2003; Hwang & Evans, 2011; Jeffries & Everatt, 2004; Kiuru et al., 2012; Lerkkanen*, Rasku-Puttonen, Aunola, & Nurmi, 2004; Lewis & Norwich, 2004; MacKay, 2004; Matthews, 2009; McWilliam et al., 1996; Overy, 2000; Peer & Reid, 2001; Reid, 2012, 2013; Richardson, 1996; Riddick,
2001; Rose, 2009; Shaywitz, 1998; Siegel & Ryan, 1989; Singer, 2005; Snowling, 1981; Snowling, Duff, Petrou, Schiffeldrin, & Bailey, 2011; Swanson, 1994, 2003; Swanson et al., 1996; Swanson & Howell, 2001; Tzouveli, Schmidt, Schneider, Symvonis, & Kollias, 2008; Uhry & Clark, 2005; Wadlington & Wadlington, 2005)
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Further Information:
http://www.speldvic.org.au/information/dyslexia-and-ld
http://www.dyslexia-australia.com.au
http://www.dyslexia.org.au
This information in these Appendices would be included in the standalone ILP, and provide a comprehensive
summary of the specific issue being addressed. It is assumed that all parties using this document do not have the
same level of understanding about what might be complex terms, and therefore reduces inefficiencies created from
misunderstanding.
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Expressing and
developing ideas
LITERATURE
Literature and context
Responding to literature
Examining literature
Discuss how language is used to describe the settings in texts, and explore
how the settings shape the events and influence the mood of the narrative
(ACELT1599)
Discuss the nature and effects of some language devices used to enhance
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LITERACY
Texts in context
Interpreting, analysing,
evaluating
Creating texts
Source: www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level3
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