EDFD221/261 Assignment 3: Individual Learning Plan

Student: Amalie Year: 4 DOB: 21/08/07 Special Need/Additional need: Dyslexia and anxiety Age: 9 years
9 months

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

 Amalie
 Parents (Jim and Mary)
 Class Teacher
 Principal Representative
 Well-being coordinator
 Psychologist/school counsellor

Student Profile:

Amalie is a bright young girl who has recently been diagnosed with dyslexia. Amalie has an incredibly close relationship with her family;
especially her parents. Additionally, Amalie also has two great friends that she plays with every day and becomes cheerful around. However,
Amalie can become incredibly anxious around new people that she does not know and trust, and this can sometimes affect her ability to form
new friendships and participate in class discussions. Amalie shines in the classroom when she is able to tap into her creative side and do
something with her hands; whether that is drawing, painting, crafting or making a video using an iPad or some other form of technology.
Although, Amalie often becomes disengaged in subjects such as mathematics and literacy as it can be difficult for her to comprehend.
Consequently, Amalie will often ‘shut-down,’ withdraw herself and become anxious when faced with these tasks.
Dyslexia:

Dyslexia is characterised as a learning disability which affects one’s ability to process written language (Washburn, Joshi & Binks‐Cantrell,
2011). Furthermore, dyslexia primarily affects reading and writing development which are “associated with impairments of phonological
processing, verbal processing speed and verbal short-term memory” (Snowling, 20120, p. 1). Dyslexia is often associated with negative impacts
on not only the individual’s academic success, but also their self-esteem. As a result, dyslexia can create emotional problems such as anxiety and
depression. (Victoria State Government, 2016). Contrary to popular belief, dyslexia is a learning difficulty with language processing at the
phoneme level rather than a visual problem where the letters and words ‘jump around on the page’ (Lynch & Williams, 2010).

Rationale:

The focus of the individual learning plan (ILP) aims to address Amalie’s literacy skills that have begun to fall behind as a result of her dyslexia.
Additionally, this ILP also focuses on strategies that can be implemented to assist with Amalie’s anxiety that is believed to have begun as a
consequence of her dyslexia (Victoria State Government, 2016). As a result of this, the ILP also aims to incorporate Amalie’s preferred learning
style in order to build her confidence in the classroom, to ensure that she is able to reach her fullest potential in regards to her education.

Amalie can easily become disengaged in tasks as she does not always understand them, or struggles to be able to complete them in the set
amount of time. The goals set throughout this ILP aim to address this and how, as Amalie’s educators and parents, we are able to help Amalie to
understand and thrive at school. It is evident that Amalie’s loss of progression in her education is a direct result of dyslexia, which has also
resulted in her lack of confidence and onset of anxiety.

It is believed that this stemmed from when Amalie’s “reading instruction no longer matched her learning style (Ryan, 1992) and thus the goal for
this ILP is to have these (reading instruction and Amalie’s learning style) to be coordinated again. Through the use of the specific learning goals
that we have set with and for Amalie, it is our top priority to get Amalie’s education back on track and increase her self-esteem as a learner and
individual.
 Positive Partnerships Planning Matrix

Communicate Socialise Sensory Processing Cope With Information

Environment Processing and
Learning Styles

Characteristics - Verbally - Social and - Amalie has - Becomes - Most engaged

cheerful fantastic fine highly when doing arts
- Through when motor skills and anxious and crafts
drawing/art surrounded this is shown around
by people she throughout her people she - Engaged when
- Amalie’s is artwork and does not doing activities
literacy skills comfortable crafting know well on the
(reading and with and (small or iPad/computer
writing) are knows - Amalie has large groups)
below that of difficulty in - Amalie is a
an average - Becomes responding to - Withdraws kinesthetic
student in withdrawn written text herself when learner
grade 4 and anxious self-doubting
around in the - Difficulty in
people she classroom literacy and
does not maths
know

- Average
social
interaction
Impact - Lack of - Incredibly - Thrives when - Difficulty in - Participates in
understanding loyal to those being artistic or breathing and hands on
of English she loves hands on focusing activities
grammar
- Has trouble - Takes more time - Does not - Lack of
- Lack of creating new to complete a complete understanding
understanding friendships reading or learning tasks of written tasks
of letters and writing task than
numbers - Struggles to the rest of her - Becomes - Gets frustrated
communicate peers upset, with reading and
effectively anxious and writing
with frustrated activities
teachers,
adults and - Sometimes
classmates becomes
confused with
the task set to be
completed

Strategies - Give - Have - Explore - Create a - Incorporate

multisensory multiple ice- alternatives to space in the assessment
instruction that breaker and traditional classroom pieces for
is auditory, ‘get to know writing practices where Amalie that
tactile, kinetic, you’ games (example: Amalie can allow her to
and visual in at the iMovie) (Burt & go to in order show her
order to send beginning of Gennaro, 2010) to gives her development
the message to the school space away through hands
multiple year - Allow Amalie to from the on activities
pathways in the respond to a situation that
brain (Williams - Give Amalie task through is making her - Use multiple
 & Lynch, strategies on painting, uncomfortabl ways to give
2010). how to cope drawing, etc. e until she is instruction; such
if someone ready to re- as pictures
- Use cue cards new engage (Burt instead of words
with (classmate/te & Gennaro, (Politt, Pollock,
repeated/simila acher) 2010) & Waller,
r words and approaches 2004).
numbers her - Give her a
(Victoria State fidget - Incorporate the
Government, - Allow spinner/fidge use of assistive
2017). Amalie time t cube/stress technology
with the ball to focus (such as iPads
- Additional well-being on to bring and computers)
instruction and coordinator Amalie to the (SPELD, 2017)
practice with and school present
letter sounds, counsellor moment
sound
blending, and
sight words
(Williams &
Lynch, 2010).

- Literacy
instruction with
an emphasis on
phonological
and phonemic
awareness, and
systematic
phonics for
decoding and
encoding
(Forbes, 2015).
 Individual Learning Plan:

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

Personal and Social Long term goal: - The growth mindset goal will be used with all children in - Every time
Capability – Levels 3 and 4 In the classroom the classroom but this will be specific for Amalie’s Amalie
environment, - Amalie will have her own card with the quote from Alice completes a
Identify how persistence and Amalie will utilise in Wonderland to remind her on a daily basis what her learning task
adaptability can be used when positive self-talk growth mindset goal is without
faced with challenging and coping - Teacher will consistently remind Amalie to ‘have a go’ having to
situations and change strategies to handle and remain in her Alice in Wonderland attitude withdraw
(Victorian Curriculum,2017) anxiety driven - Whilst this goal is being undertaken, it is imperative that herself, she
situations or work Amalie does not feel excluded from her classmates or will receive a
demands in which made to feel different SWPBS
she manifests - We are tying in Amalie’s love for Alice in Wonderland school wide
anxious or and children’s literature to make the goal relevant to positive
withdrawn behavior Amalie’s own life behavior
(Behaviourpsych, support token
n.d.). to go towards
her chart
Short term goal: (Sugai, 2008)
At the end of 5
weeks, Amalie will
be demonstrating a
willingness to have
a go at all learning
tasks and know that
it’s okay to work at
her own level.
Amalie will achieve
this at the end of 5
weeks.
Understand how to use phonic When given a list of - At the beginning of the school day, Amalie will come - After 5
generalisations to identify and 10 multisyllabic to the classroom 30 minutes before the rest of her weeks of
write words with more words, Amalie will peers to take part in an intervention program to practicing the
complex letter be able to practice the reading and decoding of these words same 10
combinations (VCELA294) accurately decode (Bailey, personal communication, May 26, 2017) words,
(Victorian Curriculum, 2017) these with 80% - The purpose of Amalie coming to school early is so Amalie will
accuracy as that she is not taken out of class during the school have the
measured by day and made to feel excluded opportunity
teacher records - Parents (Jim and Mary) are supportive of this to read and
(Sandman-Hurley, initiative decode the
n.d.). Amalie will 10 words
be able to achieve within a
this in five weeks. piece of text
(not in
isolation) to
monitor her
progress.8/10
words is
sufficient
Understand how to use When presented - Use ‘spell-check’ as a tool for improving Amalie’s - After 5
spelling patterns and with a list of 10 spelling. Amalie is more engaged when completing a weeks of
generalisations including multisyllabic words, writing activity on a computer or iPad, so this can be practicing the
syllabification, letter Amalie will be able easily catered for. same 10
combinations including accurately spell - At the beginning of the school day, Amalie will come words,
double letters, and morphemic them with 80% to the classroom 30 minutes before the rest of her Amalie will
knowledge to build word accuracy as peers to take part in an intervention program to have the
families(VCELA295) measured by practice the spelling of these words (Bailey, personal opportunity
(Victorian Curriculum, 2017) teacher records communication, May 26, 2017) to attempt
(Sandman-Hurley, - The purpose of Amalie coming to school early is so spell the 10
n.d.). Amalie will that she is not taken out of class during the school words
be able to achieve day and made to feel excluded correctly.
this in 5 weeks. - Parents (Jim and Mary) are supportive of this The teacher
initiative will read out
the words
and then
Amalie will
attempt to
spell these
words. 8/10
words is
sufficient.
 References
Aune, B., Burt, B., & Gennaro, P. (2010). Behavior solutions for the inclusive classroom. Future Horizons.

Behaviourpsych. (n.d.) The school psych toolbox. Retrieved from http://behaviorpsych.blogspot.com.au/p/goal-bank.html

Forbes, T. (2015). How dyslexia advocacy can help all struggling readers. Learning Difficulties Australia Bulletin, 47(1), 27-29. Retrieved from

http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=209444;res=AEIPT

Politt, R., Pollock, J., & Waller, E. (2004). Day-to-day dyslexia in the classroom. Routledge.

Ryan, M. (1992). The social and emotional effects of dyslexia. The Education Digest, 57(5), 68.Rretreived from

http://search.proquest.com/openview/8bc53de72e15d8b37cfd48f609a64f4a/1?pq-origsite=gscholar&cbl=25066
Sandman-Hurley, K. (n.d.). Dyslexia: how to write goals. Retrieved from

http://www.dyslexiatraininginstitute.org/pdfs/Website_HowtoWriteGoals.pdf

Snowling, M. J. (2012). Changing concepts of dyslexia: nature, treatment and comorbidity. Journal of Child Psychology and Psychiatry, 53(9),

1-3. doi: 10.1111/j.1469-7610.2009.02197.x

SPELD Victoria Inc. (2017). Information for teachers. Retrieved from http://www.speldvic.org.au/teachers/for-teachers.html

Sugai, G. (2008). School-wide positive behavior support: Getting started. Retrieved from

https://www.pbis.org/common/cms/files/pbisresources/0408gsgettingstartedCO_CompatibilityMode.pdf

Victorian Curriculum. (2017). Level 4 english content descriptors. Retrieved from

http://victoriancurriculum.vcaa.vic.edu.au/level4?layout=1&d=E
Victorian Curriculum. (2017). Personal and social capability: Foundation – level 6. Retrieved from

file:///C:/Users/nicol/Downloads/2%20Personal%20and%20Social%20Capability%20Foundation%20-%20Level%206.pdf

Victoria State Government. (2016). Review of the program for students with disabilities. Retrieved from

http://www.education.vic.gov.au/Documents/about/department/PSD-Review-Report.pdf

Victoria State Government. (2017). Word reading ausvels level 3.00 to 4.00. Retrieved from

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/reading/Pages/ft9to12word22.aspx#1

Washburn, E. K., Joshi, R., & Binks‐Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17(2), 165-

183. doi: 10.1002/dys.426

Williams, J. A., & Lynch, S. A. (2010). Dyslexia: What teachers need to know. Kappa Delta Pi Record, 46(2), 66-70. doi:

10.1080/00228958.2010.10516696