Tiffany Dubbeld S00146885

Liane Gomez S00139082

Amy Gergis S00147098

EDFD221 Assignment 3: Individual Learning Plan

Student: Aidan Year: 6 DOB: 17/06/03 Special Need: Conduct Disorder Age: 12 years and 5 months

Program Support Group Members Involved in the division of this plan:

Class Teacher Psychologist
Principal Representative Teachers Aide
Parent (neither have ever showed) Integration co-ordinator

Aidans parents are significantly uninvolved in Aidans life. It is possible that this maybe a contributing factor in his repetitive
behavioural issues. Often parents who are uninvolved in their childs life can lead to a breakdown in the socialization process and can
play a causal role in Aidans Conduct Disorder (Frick, 1998).

Conduct Disorder is characterized by anti-social behaviours and an impairment of functioning (Hughes, 2008). The disturbing
behaviours that are present alongside conduct disorder include, but are not limited to: theft, damage to public property, cruelty towards
animals and severe aggression (Hughes, 2008). Although these behaviours can be a result of negative environmental factors, such as:
poor parenting and a low-socioeconomic neighbourhood, they can also be a direct result of a poorly functioning amygdala, which
prevents fear conditioning (Raine, 2011). Where there is little fear conditioning there is little response to consequential activities and
children often feel an adrenalin rush rather than fear when participating in these activities (Raine, 2011).

Rationale:
The focus of our individual learning plan is to address Aidans poor memory and attention in order to develop his literacy skills. Our
planning and goals are adapted from within the National Safe Schools Framework (Standing Council on School Education and Early
Childhood, 2010). The success of these strategies aligns with the principles of student wellbeing and ownership. These goals not only
help learning to become a more constant process for Aidan but his peers too, as they are able to participate in class without frequent
interruptions. Less interruption means all students have the opportunity to enjoy learning in class. However, Aidan needs to build his
attention and memory in order to also enjoy the same learning environment as his peers and not serve as a distraction. This applies to
both learning inside and outside of the classroom and will be a skill necessary to lead a healthy life and be a functional member of
society.

Current Skills, Strengths and Weaknesses

 Interests: Entry Level Skills: Challenges: Learning Priorities:
Mathematics Learning style: Kinaesthetic Conduct disorder Develop strategies to
Cars Strengths: Poor attention and help Aidan focus in the
Art (Graffiti) Average (gross and fine) motor memory classroom and improve his
skills Disruptive and ability to recall instructions
Mathematics disturbing behaviour Improve the
Born in Australia (exposure to Challenging and English/Literacy skills of
English language and culture) unsupportive Aidan
Family (both parents and one neighbourhood (housing Self-esteem
brother). Even though they do not commission).
seem to want to play a large role in
Aidan's life they are still a constant
for Aiden.

It is evident that Aidan's weaknesses may have resulted in poor attention
and memory, which has lead to behaviours that are disruptive and disturbing. Aidans The challenges that are listed relate
weakness also causes him to become easily disengaged and this presents itself in to Aidens Socio-economic, cultural,
Aidans lack of care or determination for his learning. Our top priority is to conquer his emotional, mental and physical
poor attention and memory, as this may positively impact other areas of his life, such as components. Upon identifying these
his behaviour in the classroom and in the broader community (Department of Education effects on Aidens behavioural and
and Early Childhood Development, 1998). This is why setting goals to increase Aidans mental development we identified
attention and memory will be effective, as well as providing activities that will be strategies to guide his learning and
engaging and aimed at enhancing his learning and personal development. progress. These strategies cater for
the emotional, social, mental and
physical wellbeing of the student. By
identifying his strengths and
weaknesses we could plan strategies
that would guide in his progress, as
 Positive Partnerships Planning Matrix
Communication Social Sensory Information processing &
Interactions Processing Learning styles

Charac His English is His social His motor Aidan is a kinaesthetic and visual
teristics lacking the depth interaction is skills (gross and learner.
that a grade 6 average. fine) are average. His information processing is poor,
student should have. He tends to be His due to his lack of attention and
(Average linguistic rude towards others handwriting is
ability) and therefore does below the We identified his
not socialise with national preferred
others in a healthy benchmark and it learning style
manner. can often be hard and incorporated
He has a lack of to read and this as a teaching
respect and care for interpret his strategy to help
others and their writing. Aiden.
personal belongings memory.
His language
development is
average

Implica Cannot Dysfunctional More time to Participates in hands on activities

tions effectively social relationships complete a task, as Lack of understanding of required
communicate with his fine motor tasks
peers and adults skills are not Aidan is drawn to visual
Lack of refined, (example: representations
 understanding of the writing).
English grammar.

Strateg Visual cues Create classroom Use activities Using more concrete materials in
ies (Burt & Gennaro, rules as a whole class, that require fine activities.
2010) (example, respect others motor skills (ie, Giving Aidan clear instructions on
Help the child belongings). sewing, what needs to be completed and
plan a task by asking, Encourage other constructing cars, following up using questioning.
what materials do students to not take typing, building) Allow the child to work in shorter
you need? What do Aidans remarks Explore sessions with frequent breaks (Burt &
you do first? (Burt personally (Burt & alternatives to Gennaro, 2010)
& Gennaro, 2010) Gennaro, 2010). traditional writing To support differentiated curriculum,
If an incident practices (example: Groves (2012), suggests incorporating
occurs speak to the oral presentations) a technique known as Learning
student as to why their (Burt & Gennaro, Intentions. this technique demonstrates
behaviour is 2010) to students what is expected of them in
inappropriate (Burt & relation to their learning. What may be
Gennaro, 2010) a learning intention for Aidan may be
Assign an adult different to another student and only
mentor to help teach the the teacher and students are able to
student appropriate know what each students intention is.
conversation skills (Burt This also allows for an inclusive
& Gennaro, 2010) classroom, which supports all learning
and learners of different abilities.
Learning intentions serve as a means of
encouragement, as students and
teachers are setting realistic
expectations that are in line with
 AusVELS, child-friendly and
achievable (Groves, 2012).

Individual Learning Plan

Focus area linked to Specific Intervention plan, curriculum adaptations, teaching Monitoring
curriculum learning strategies, resources and personnel and
outcome evaluation
(Goals) strategies

Poor attention in Aidan Tomlinson suggests agendas which entail a to do list that Place a tick on
relation to should be can be achieved over several weeks (depending on the the board every
English/Literacy able to students ability). In the case of literacy or mathematics, time Aidan is
independe Aidan may be allowed to complete his instructions over an able to recall the
ntly recall extended period of time compared to other classmates. This given
We developed instructio strategy does not leave room for exclusion, as each student instructions.
SMART goals to ns in has one to suit their skill level and ability. On the agenda, Second tick on
assist in the literacy there is a task section (such as, name a famous country the board when
overcoming of 50% of singer) and a special instruction section (such as, seek help Aidan is ready to
Aidens disability the time from a classmate if you are stuck), which allows a student to begin an activity
and subsequent and be seek help to complete the task from the listed source (this is (if within the 4
positive ready to not necessarily the teacher as aforementioned). This strategy minute time
development start the is effective in reducing Aidans need for teacher help frame).
task constantly and allows Aidan time to socialise to receive help. By giving
 within 4 The teacher needs to be questioning him to prompt his Aidan the self-
minutes memory, with questions such as, what do you need to do? evaluation sheet,
from Set up goals with Aidan whilst creating the ILP and give as the teacher,
when the Aidan a self-evaluation at the conclusion of the three weeks. you can identify
instructio where Aidan
ns have thinks he is
been currently at.
given.
Aidan
should
achieve
this within
three
weeks.

Create literary texts Aidan Begin using stimuli involving Aidans interests, (e.g.: When
that adapt or combine should be writing an informative piece about his favourite car.) collecting up
aspects of texts able to As Aidan is a kinaesthetic learner, let him use this in his Aidan's work the
students have complete writing. (Eg: creating a model car and writing a procedural teacher will be
experienced in at least piece outlining the instructions. Having a toy car in front of able to see
innovative 50% of him and writing a descriptive piece on it.) whether 50% of
ways.(ACELT1618) the If handwriting continues to be a lack of motivation get the written task
(AusVELS, 2015) written Aidan typing on the computer, or either doing a computer has been
tasks in based activity to increase attention and motivation. (Steiner, completed.
the time Sheldrick, Gotthelf, Perrin. 2011).
Plan, rehearse and given him Incorporate mathematics. Example, create a problem and
deliver presentations, in class. verbally present the problem to peers. As he is good at
selecting and Aidan mathematics it may motivate him to do the activity, as well
sequencing should as develop his written and oral skills.
 appropriate content achieve
and multimodal this in one
elements for defined month
audiences and
purposes, making
appropriate choices
for modality and
emphasis.
(ACELY1710)
(AusVELS, 2015).

Improving Aidans self-esteem
Aidan will be spending quality time with the school social worker for one hour every week. The social worker will be particularly
targeting Aidan's emotional and behavioural difficulties using a child-centred approach (O Brian, Berzin, Kelly, Frey, Alvarez, & Shajfer. 2011).
This support and counselling is of critical importance to further enhance Aidans growth, which will aide in the achievement of his goals.
Aidan's emotional and behavioural difficulties not only impact him but also the whole classroom environment. Studies examine how the
classroom environment impacts on a child's development, but it is of identical importance to see how a child can impact the classroom
environment also. According to Somersalo, Solantaus & Almquist, poor classroom climate is related to the frequency of aggressive behaviour
and is seen as a prominent problem surrounding male students (2002). This further magnifies the effectiveness of the schools social workers and
Aidans interaction on his development. Through this strategy we will evaluate Aidans progress over a three-month period in order to assess
whether it is an appropriate measure of action or whether further action is required.

References
AusVELS, (2015). English Curriculum. Retrieved from http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10#level=6
 Burt, B., & Gennaro, P. (2010). Behaviour Solutions for the Inclusive Classroom. Texas: Future Horizons.

Frick, J. P., (1988). Conduct disorders and severe antisocial behavior. New York: Plenum Publishing Corporation.

Groves, L. (2012), A differentiated Curriculum, TLN Journal, 19(3), 32-33.

Hughes. T, Crothers. L, & Jimerson S, (2008) Identifying, Assessing and Treating Conduct Disorder at School, New York: Springer.

O Brian, K., Berzin, S., Kelly, M., Frey, A., Alvarez, M., & Shajfer, G. (2011). School Social Work With Students With Mental Health

Problems: Examining Different Practice Approaches. National Association of Social Workers, 33(2), 97-105. Retrieved from https://web-

b-ebscohost-com.ezproxy1.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=d3c05204-0d4d-48c5-a339-05374032329a

%40sessionmgr110&vid=3&hid=118

Raine. A., (2011) An Amygdala Structural Abnormality Common to Two Subtypes of Conduct Disorder: A neurodevelopmental

Conundrum. The American Journal of Psychiatry, 168(6), pp. 569-571.

Somersalo, H., Solantaus, T., & Almqvist, F. (2002). Classroom Climate and the Mental Health of Primary School Children. Nordic

journal of Psychiatry. 56(4), p285-290. DOI http://dx.doi.org/10.1080/08039480260242787

Standing Council on School Education and Early Childhood, (2010). National Safe Schools Framework. Retrieved from

http://www.safeschoolshub.edu.au/documents/nationalsafeschoolsframework.pdf
 Steiner, N., Sheldrick, Radley., Gotthelf, D., Perrin, E. (2011). Computer- Based Attention Training in the Schools for Children With

Attention Deficit/Hyperactivity Disorder: A Preliminary Trial. Clinical Pediatrics. 50(7) 615-622.

Tomlinson, C, A. (2014) The Differentiated Classroom: Responding to the Needs of all Learners, (2nd ed), retrieved from:

http://reader.eblib.com.ezproxy1.acu.edu.au/(S(kphfci0q4fgnetyilc2z3lxt))/Reader.aspx?p=1709534&o=168&u=M

%2bMGly77pDD%2bsAPouoiM8A%3d

%3d&t=1431761479&h=565E3570B0B632DA01585C1AA4F14FB242F604DA&s=36328991&ut=459&pg=1&r=img&c=-

1&pat=n&cms=-1&sd=2#

 EDFD221 Assessment Task 3 Catering for Individual Student Needs
Names: Amy Gergis Liane Gomez Tiffany Dubbeld Mark: Credit

Criteria Distinctions Credit Pass Fail (NN)
Documents Matrix/ILP and Matrix and other Matrix and other Matrix and other
academic, other documentation documentation documentation and
social and documentation and and discussion and discussion discussion
emotional discussion demonstrate demonstrate demonstrate little,
developme demonstrate good evidence satisfactory poorly considered or
nt of the consistent very of information on no information on
individual high level, comprehensive the childs social the childs social
in positive/ comprehensive information on and emotional and emotional
strengths information on the the childs social development with development with
based childs social and and emotional satisfactory little, poorly
language emotional development positive/ considered or no
(LO3) development in with good strengths based positive/ strengths
extremely well positive/ language. based language.
considered strengths based
positive/ strengths language.
based language.
Excellent, highly Informed Satisfactory Limited, poor or no
Characteris informed and approach with knowledge and clear knowledge
tics (LO4) knowledgeable good knowledge understanding of and understanding
understanding of and the of the
the characteristics understanding of characteristics of characteristics of
of the child within the the child within the child within an
an inclusive characteristics an inclusive inclusive
educational of the child educational educational setting.
setting. Excellent within an setting. Limited, poor or no
documentation inclusive Satisfactory documentation
 within the planning educational documentation within the planning
matrix. setting. Well- within the matrix.
considered planning matrix.
documentation
within the
planning matrix.
Highly insightful, Good Satisfactory Limited, poor or no
Impacts on connected and consideration of consideration of clear consideration
individuals comprehensive and thoughtful possible impact of of possible impact
and others consideration of detail of possible these of these
(LO4) possible impact of impact of these characteristics on characteristics on
these characteristics childs learning, childs learning,
characteristics on on childs peers, family and peers, family and
childs learning, learning, peers, school/centre school/centre
peers, family and family and teams. teams. Limited,
school/centre school/centre Satisfactory poor or no clear
teams. Excellent teams. Good documentation documentation
documentation documentation within the within the planning
within the planning within the planning matrix. matrix.
matrix. planning matrix.
Very high quality, Good Satisfactory Limited, poor or no
Implication creative consideration to consideration to clear consideration
s for the differentiation of differentiating differentiating to differentiating
setting instruction and instruction and instruction and instruction and
(LO2, LO5, curriculum to meet curriculum to curriculum to curriculum to meet
LO8) the needs of the meet the needs meet the needs of the needs of the
child in the of the child in the child in the child in the inclusive
inclusive setting. the inclusive inclusive setting. setting.
setting.
Set goals Excellent, high Good Satisfactory Limited, poor or no
and level of level consideration consideration of consideration of clear consideration
specificity of goals and task goals and task goals and task of goals and task
 relating to analysis to scaffold analysis to analysis to analysis to scaffold
needs learning to meet scaffold learning scaffold learning learning to meet the
through the needs of the to meet the to meet the needs needs of the child.
planned child. needs of the of the child.
task child.
analysis
(LO5, LO8)
Strategies Comprehensive Good knowledge Satisfactory Limited, poor or no
demonstrat detailed knowledge of child factual knowledge clear knowledge of
e an of student wellbeing and of child wellbeing child wellbeing and
understand wellbeing and teaching for and teaching for teaching for
ing of teaching for resilience and resilience and resilience. Limited,
principles resilience and high relevant generally relevant poor or no relevant
of student quality relevant strategies for an strategies for an strategies for an
wellbeing strategies for inclusive setting. inclusive setting. inclusive setting.
and catering for the Very good Adequate Inadequate
teaching needs of the child understanding of understanding of understanding of
for in an inclusive the impact of the impact of the impact of the
resilience setting. Substantial these strategies these strategies strategies
within an insight into the connected to the connected to the connected to the
inclusive impact of these needs of the needs of the needs of the child.
setting strategies child. child.
(LO3) connected to the
needs of the child.
Comprehensive Good knowledge Satisfactory Limited, poor or no
Strategies detailed knowledge of well selected knowledge of clear knowledge of
to enhance of high quality relevant relevant relevant strategies
protective relevant strategies strategies to strategies to to enhance
factors to enhance enhance enhance protective factors
minimising protective factors protective protective factors minimising risk for
risk (LO2, minimising risk for factors minimising risk all in an inclusive
LO4) all in an inclusive minimising risk for all in an setting. Limited,
 setting. Substantial for all in an inclusive setting. poor or no clear
insight into the inclusive setting. Adequate consideration into
impact of these Thoughtful consideration into the impact of these
strategies consideration the impact of strategies
connected to the into the impact these strategies connected to the
needs of the child. of these connected to the needs of the child.
Excellent strategies needs of the Limited, poor or no
documentation connected to the child. Satisfactory clear
within the planning needs of the documentation documentation
matrix. child. Good within the within the planning
documentation planning matrix. matrix.
within the
planning matrix.
Specific Comprehensive, Well-considered, Satisfactory and Limited, poor or no
Strategies very well planned relevant generally relevant clear relevant
that cater highly relevant strategies to strategies to cater strategies to cater
for the strategies to cater cater for the for the childs for the childs
individuals for the childs childs needs. needs. needs. Limited, poor
additional needs. Excellent Good Satisfactory or no clear
needs (LO5, documentation. documentation. documentation. documentation.
LO8)
Communication of information and ideas & connecting to the literature in the field
Sources/lite Explicitly, Explicit factual Explicitly used. Fails to use source
rature accurately and use in significant Satisfactory explicitly, poor
insightfully used in ways. selection and selection and
significant ways. Appropriate generalisation to generalisation to
Appropriate, relevant and practical practical
relevant and recent recent selection, experience. experience. .
selection, very good
thoughtful generalisation to
generalisation to practical
 practical experience.
experience.
Very clear, Clear, proofed Generally proofed Poorly proofed print,
accurately proofed print. All print. Information poorly spaced text.
print throughout. information adequately Information not
All information very clearly organised and clearly organised or
clearly planned, organised, accessible. accessible. Very
comprehensive, complete and Inclusive limited, poorly used
Presentatio professionally accessible. language mostly or no use of
n/Format of presented and Inclusive used. inclusive language.
Planning thoroughly language used.
Matrix organised,
scaffolded,
complete and
accessible.
Inclusive language
always carefully
used throughout.

REFERENCING Very Good Needs
Improvement
Professionally presented and appropriate 1 2 3 4 5
accurate use of APA referencing style
throughout text and accurate reference list

General Comments:
You addressed all the criteria. Your matrix and ILP indicated what Aidans needs were and how you intended to address
them. However, you needed to focus on Aidans self-esteem and social skills in the ILP as these are critical elements in his
learning. The strategies you described in the ILP were not specific you needed to state clearly and explicitly what Aidan would
do daily and weekly to improve his skills. You neglected to discuss who would be involved in supporting him parents, aides,
specialists?