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Assignment 3: Catering for Individual Differences

Isabella Jones
Isabella Jones is 9 years old and is currently in Grade 3. Isabella has been diagnosed with epilepsy and suffers absence
seizures. An absence seizure causes loss of awareness for a brief period. The person stares vacantly and their eyes may
drift upwards and flicker. It may be mistaken for daydreaming (Government of South Australia, 2007, p12). Isabella
struggles to follow instructions verbally and has difficulty staying on track. She has difficulty recalling information, for
example from an article or story (Epilepsy Foundation of Victoria, 2012) and is easily frustrated when this happens. Isabella
suffers anxiety due to experiencing unpredictable seizures and is therefore reluctant to participate in class activities and
games, resulting in limited social interaction with her peers. When Isabella experiences a seizure she often feels tired,
drowsy and nauseous. These effects reduce her ability to concentrate and remember, therefore interfering with her
learning (Epilepsy Action Australia, n.d). Isabella responds well to visuals and is motivated when given the opportunity to
participate in creative tasks.

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ISABELLA'JONES'PlANNING'MATRIX:'
Memory
Characteristics

Implications

Strategies

Social interactions

Unable'to'follow'instruc1ons'

verbally''
Easily'frustrated'when'she'forgets''
Diculty'recalling'informa1on''
Reduced'ability'to'concentrate'and'
remember''
Isabella'has'gaps'in'her'learning'
due'to'her'blackouts'and'the'
informa1on'missed.''
Asking'Isabella'to'recall'facts'or'
events'in'front'of'her'peers'results'
in'her'feeling'embarrassed'and'
heightens'her'anxiety.''
AHer'a'seizure'Isabella'nds'it'
dicult'to'stay'on'task'due'to'
loosing'track'(Epilepsy'Founda1on'
of'Victoria,'2012).''

Provide'Isabella'with'a'resource'
folder'that'outlines'in'dot'points'
the'lesson'content.' '
Break'larger'tasks'down'into'
smaller'and'sequen1al'steps'
(Epilepsy'Founda1on'of'Victoria,'
2012).'
Have'Isabella'engage'in'
sequencing'ac1vi1es'(Epilepsy'
Founda1on'of'Victoria,'2012).''

Emotional Needs
(Self-esteem)

Reluctant'to'par1cipate'in'
classroom'ac1vi1es'
Limited'social'interac1on'
with'peers.''
Unpredictable'seizures''

Isabella'is'excluded'from'
her'peers''
Isabella'feels'embarrassed'
about'her'seizures,'
therefore'she'isolates'
herself'from'her'peers'
(Personal'Communica1on,'
2015).'
Peers'need'to'be'inclusive'
and'mindful'of'Isabellas'
situa1on.'Then'need'to'
have'an'understanding'of'
Isabellas'epilepsy.''
Teachers'need'to'educate'
the'class'about'epilepsy'
and'Isabellas'condi1on.' '
Create'more'group'work'
ac1vi1es'(Epilepsy'
Founda1on'of'Victoria,'
2012).''

Auditory/ Visual
processing

Easily''frustrated'when'she'
forgets'
Fear'and'anxiety''
Feeling''1red,'drowsy'and'
nauseous'
Unpredictable'seizures'
Mo1vated'in'crea1ve'tasks''

Reluctant'to'persist'with'her'
work'once'she'gets'frustrated'
(Epilepsy'Founda1on'of'
Victoria,'2012).''
Isabellas'anxiety'restrains'her'
from'par1cipa1ng'with'peers'
(Epilepsy'Founda1on'of'
Victoria,'2012).''
Does'not'have'the'energy'to'
nish'her'work'or'par1cipate'in'
tasks.''
Quiet'places'help'Isabella'relax'
and'focus.'
Provide'a'quiet'corner'where'
Isabella'is'able'to'sit'and'lay'
down.''

Struggles'to''follow'
instruc1ons'verbally''
Reduced'ability'to'
concentrate'and'
remember''
Responds'well'to'visuals'''
Mo1vated'in'crea1ve'tasks'
When'other'students'are'
already'on'task,'Isabella'
looks'around'wai1ng'for'
others/the'teacher'to'
repeat'instruc1ons'to'her.''
Visuals'and'
demonstra1ons'help'
Isabella'remember'
instruc1ons'(Epilepsy'
Founda1on'of'Victoria,'
2012).''

The'teacher'can'retell'
informa1on'and'
instruc1ons'as'well'as'
have'them'wri[en'down'
as'a'follow'up'or'provide'
Isabella'with'
visual/demonstra1ve'cues'
(Epilepsy'Founda1on'of'
Victoria,'2012).''

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Scaold'learning'by'modelling'a'
task'rather'than'just'explaining'
what'to'do.' '
Ensure'eye'contact'is'given'to'
Isabella'and'instruc1ons'for'tasks'
are'given'clearly,'concisely'and'at'
an'appropriate'pace.''

DISCUSSION:
This planning matrix and Individual Learning Plan (ILP) are used to ensure continuity of access to education so that the
student can maintain curriculum participation even when absent frequently or for extended periods (Government of South
Australia, 2007, p.26). The planning matrix provides all current and future people who work with Isabella i.e parents,
teachers and school personnel to be given a brief description of her characteristics while providing key strategies that can
be implemented to aid Isabellas social, emotional and cognitive learning (Autism Spectrum Australia, 2014). We have
created a planning matrix and from this, an ILP for Isabella which, as her support team we will continually modify to grow
with Isabella and her needs. These are useful tools for Isabellas teachers to support her specific needs and learning,
whilst also providing them with the ability to monitor and evaluate her progress (Autism Spectrum Australia, 2014). The
ILP sets out specific, achievable, relatable and measurable short and long term goals. The goals we devised related
mainly to Isabellas social and emotional needs, as these are crucial areas that hinder the development of students who
have Epilepsy (Epilepsy Australia, n.d). According to The Epilepsy Foundation of Victoria (2012), students who have
epilepsy can struggle to develop a good self-esteem.
'
'

!
3

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INDIVIDUAL LEARNING PLAN:

I.L.P.''2'/'4''''(No.'of'ILPs'in'current'year'/'Total'number'ILPs)'
Date'Devised:''19/5/15'
Student:''Isabella'Jones''

Review'Date:''

Year'Level:''3'

D.O.B.''10/2/06'

Age:''9'years''3'months'

'
''''''''''Program'Support'Group'Members'consulted'in'devising'this'plan:''
!!!!!!!!!!Class!Teacher:!Mrs'Be[y'White''
!!!!!!!!!!Parents:!Mr'David'Jones'and'Mrs'Stephanie'Jones' '
''''''''''Principal!Rep(PSG!Chair):!Mr'Peter'Mustard''
'
Entry'Skills'(What'the'student'has'achieved)''
Memory'N'Isabella'has'previously'learnt'to'use'simple'MNEMONICS'to'remember'informa1on.' '
Social'interacOons'N'Outside'on'the'playground'Isabella'plays'with'her'peers,'she'just'needs'to'gain'that'condence'within'the'
constraints'of'the'classroom,'when'it'is'an'academic'task,'as'she'is'embarrassed'of'her'memory'restric1ons'and'the'eects'that'
epilepsy'has'on'her'academically.' '
EmoOonal'needs'e''Isabella'has'gained'the'strategies'to'calm'herself'down'aHer'gefng'frustrated'and'experiencing'the'side'eects'
of'epilepsy'at'sickbay,'however'new'strategies'must'be'implemented'in'the'classroom'in'order'for'Isabella'to'spend'as'much'1me'in'
the'classroom'as'she'can'as'her'excessive'1me'spent'in'sickbay'is'aec1ng'her'academic'development.' '
Auditory/'Visual'processing'N'She'is'able'to'read'at'year'level'standard,'recognising'highefrequency'words'and'iden1fying'picture'
cues'when'reading'(Victorian Curriculum and Assessment Authority,'2015).''
'
Challenges'(Areas'for'Improvement)'
Looking'at'Isabella'these'are'the'areas'for'improvement:''
Memory'e'Sequencing'events,'remembering'previous'lesson'content''
Social'interac1ons'e'Par1cipa1ng'in'group'ac1vi1es'and'games''
Emo1onal'Needs'e'Calming'strategies''
Auditory/'Visual'processing'e'Remembering'instruc1ons''
Learning'PrioriOes'(Future'Learning)'
SelfeEsteem'e'Isabella'needs'to'feel'safe'and'supported'both'inside'and'outside'the'classroom.'She'needs'to'feel'a'sense'of'
belongingness.'
Develop'further'strategies'to'calm'Isabellas'emo1ons'as'she'will'not'always'be'able'to'u1lise'a'quiet'corner.'
Develop'further'strategies'to'aid'Isabella'in'remembering'dierent'concepts'without'visual'cues,'or'relying'less'on'visual'cues.''
4

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INDIVIDUAL LEARNING PLAN

Devised: 19/5/15

STUDENT NAME: Isabella Jones

Semester'
Goals'
(Long'Term)'
'
'
Isabella'will'
improve'her'
memory'by'
resor1ng'to'her'
resource'folder.''

'
Isabella'will'
improve'her'
social'
interac1ons'with'
her'peers.''
'
'

'Short'Term'Goals'
(WHAT)'
'
By'the'end'of'the'
fortnight'Isabella'will'
remember'to'look'at'her'
resource'folder'which'
includes'a'brief,'dot'
point'summary'of'the'
previous'lesson'content'
before'3'out'of'the'5'
lessons'a'day.' '
'
'
'
By'the'end'of'the'month'
Isabella'will'willingly'
include'herself'in'group'
ac1vi1es'9'out'of'10'
1mes.'
'

Strategies/Methods'
(HOW)'

Mode'of'Delivery'
(WHO'/'WHEN)'

Mode'of'Assessment'

'
The'teacher'will'have'
provided'Isabella'with'the'
sheet'prior'to'previous'
lesson.'She'is'to'read'it'
before'the'next'lesson'
begins.''

'
Isabella'will'need'to'
perform'this'ac1vity'
before'every'lesson.'The'
teacher'will'provide'
Isabella'with'a'sheet'
outlining'the'upcoming'
lesson'so'Isabella'has'it'
in'her'resource'folder'
ready'for'when'she'
needs'it.'

'
By'keeping'a'record'of'how'
many'1mes'Isabella'looks'
at'her'resource'folder'
before'each'lesson'in'a'
day.''

'
The'teacher'will'provide'
opportuni1es'for'group'work'
and'will'modify'learning'
ac1vi1es'so'Isabella'is'able'
to'experience'success.''
'

'
The'teacher'will'guide'
this'by'providing'Isabella'
with'opportuni1es'for'
group'work'that'she'will'
feel'comfortable'
par1cipa1ng'in'and'
ensuring'it'will'be'a'
successful'task'for'
Isabella'to'contribute'in.'
'

'
The'teacher'will'evaluate'
this'by'ensuring'she'is'only'
asking'Isabella'to'be'
involved'in'group'ac1vi1es'
1'out'of'10'1mes.''

EvaluaOon'

'
dd/mm/yy'

1''''''2''''''3'

'''''1''''''2''''''3'

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'
'
'
'
'
'
Isabella'will'gain'
the'strategies'
needed'to'
persevere'with'
her'work'when'
her'emo1ons'
are'heightened'
by'u1lizing'the'
quiet'corner.''
'
'
'
''

'
By'the'end'of'the'
fortnight'Isabella'will'not'
need'to'be'reminded'
80%'of'the'1me,'to'
remove'herself'from'the'
class'and'go'to'the'quiet'
corner,'returning'when'
she'is'ready'to'focus'on'
the'task.'
'
'
AHer'1'month,'Isabella'
will'return'from'the'
quiet'corner'and'
con1nue'with'the'task'
she'had'been'assigned'
60%'of'the'1me.''

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'
She'will'take'herself'to'the'
quiet'corner,'where'she'can'
sit'or'lie'if'she'is'feeling'
unwell'or'frustrated'and'
return'when'she'feels'be[er.''
'
'

'
Isabella'will'be'
instructed'at'rst'but'
then'will'learn'the'
strategy'herself'deciding'
when'she'needs'to'go'to'
the'quiet'corner'if'she'is'
feeling'unwell'or'
frustrated'and'cant'
con1nue'with'her'work.' '

'
By'keeping'a'record'of'the'
1mes'that'isabella'needs'
to'spend'1me'in'the'quiet'
corner,'she'only'needs'to'
be'reminded'20%'or'less,'
of'these'1mes.' '

'
Isabella'will'focus'on'relaxing'
herself'so'she'is'able'to'
persevere'with'her'work,'
using'the'quiet'corner'to'do'
this.''

'
Isabella'will'aim'to'do'
this'every1me'she'
comes'back'to'her'work'
aHer'sifng'in'the'quiet'
corner.' '

'
By'observing'how'many'
1mes'Isabella'returns'from'
the'quiet'corner'and'
con1nues'her'work,'aiming'
for'60%'of'the'1me.'The'
teacher'will'sign'isabellas'
book'when'she'removes'
herself'from'the'class,'and'
then'again'aHer'the'lesson'
has'nished'to'see'
whether'progress'has'
occurred.''
'

''''1''''''2''''''3'

1'''''2'''''3'

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'
'
'
'
'
'
'
'
Isabella'will'
improve'her'
auditory'and'
visual'
processing.''

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'
By'the'end'of'the'
fortnight,'Isabella'will'
respond'to'instruc1ons'
given'to'the'class'80%'of'
the'1me'within'2'
minutes.'

'
Isabella'will'be'verbally'
retold'instruc1ons'and'be'
provided'with'aids'such'as'
printed'cut'outs/wri[en'
steps'of'the'daily'1metable'
and/or'instruc1ons'which'
will'be'placed'on'the'
whiteboard'and'at'her'desk.' '

'
The'teacher'will'deliver'
the'instruc1ons'twice'
and'have'visual'aids.''

'
Isabella'will'be'assessed'by'
her'teacher'recognising'
how'ecient'Isabella'is'in'
responding'to'instruc1ons'
within'2'minutes'before'
being'asked'to'perform'the'
task'a'third'1me'80%'of'
the'1me.''

'
'
'
'
'
'
'
'
1''''''2''''''3'

'
By'the'end'the'month,'
Isabella'will'be'able'to'
sequence'a'series'of'
events'and'get'80%'of'
the'events'correct'60%'
of'the'1me.'

'
Isabella'will'be'read'a'picture'
book'along'with'her'peers,'
she'will'then'need'to'go'back'
to'her'desk'and'sequence'
the'events'from'the'book'in'
order,'she'will'have'visual'
pictures'to'help'her'
remember'which'event'went'
where.''

'
The'teacher'will'read'the'
picture'book'to'the'class'
and'give'Isabella'
instruc1ons'to'complete'
the'sequencing'task.'

'
The'teacher'will'collect'
Isabellas'work'and'correct'
it'each'1me'Isabella'
completes'a'visual'
sequencing'tasks''to'
ensure'she'is'comple1ng'
her'work'to'the'required'
standard.''

'
'
'
'
'
1''''''2'''''''3'

KEY:'

1'='Li[le'or'No'Progress

2'='Sa1sfactory'Progress'

3'='Excellent'Progress/Goal'Achieved'

'
EvaluaOon:''
'
'
Isabellas'achievements'as'of'dd/mm/yy''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''Number'of'days'absent:' '
' '

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REFERENCES:
Victorian Curriculum and Assessment Authority (2015). A
usVELS - Level 3. Retrieved from h
ttp://ausvels.vcaa.vic.edu.au/Level3
Autism Spectrum Australia. (2014). P
ositive Partnerships: Supporting school age students on the autism spectrum. R
etrieved
from:http://www.positivepartnerships.com.au
Epilepsy Action Australia. (n.d). E
pilepsy Action Australia. Retrieved from: h
ttp://www.epilepsy.org.au/
Epilepsy Australia. (n.d). E
pilepsy Australia. R
etrieved from: h
ttp://www.epilepsyaustralia.net
Epilepsy Foundation of Victoria. (2015) E
pilepsy Foundation. Retrieved from: h
ttp://www.epinet.org.au
Epilepsy Foundation of Victoria. (2012). E
pilepsy Smart Schools: Teacher Education: Learning and Epilepsy. R
etrieved from:
http://www.epilepsysmartschools.org.au/Portals/1/Learning%20&%20Epilepsy%20Fact%20Sheets.pdf

Government of South Australia. (2007). E

pilepsy in education and childrens services. Planning and support guide for
education and childrens services. Retrieved
from:http://www.decd.sa.gov.au/speced2/files/pages/chess/hsp/pathways/109235a_epilepsy_guideline.pdf