EDFD221 Assignment 3: Individual Learning Plan

Student: Aidan

Year: 6
17/06/03

DOB:

Special Need: Conduct

Disorder

Age: 12 years and 5

months

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

Class Teacher
Principal Representative
Parent (neither have ever showed)
Psychologist
Teachers Aide
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 neighborhood, 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 interruptions 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.
Interests:
Mathematics
Cars
Art (Graffiti)

Entry Level Skills:

Learning style: Kinesthetic
Strengths:
Average (gross and
fine) motor skills
Mathematics
Born in Australia
(exposure to English
language and culture)
Family (both parents
and one brother). Even
though they do not
seem to want to play a
large role in Aidan's life
they are still a constant
for Aiden.

Challenges:
Conduct disorder
Poor attention and
memory
Disruptive and
disturbing behaviour
Challenging and
unsupportive
neighbourhood
(housing commission).

Learning Priorities:
Develop strategies to
help Aidan focus in the
classroom and improve
his ability to recall
instructions
Improve the
English/Literacy skills
of Aidan
Self-esteem

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 weakness also causes him to become easily
disengaged and this presents itself in Aidans lack of care or determination for his learning. Our top
priority is to conquer his poor attention and memory, as this may positively impact other areas of his life,
such as his behaviour in the classroom and in the broader community (Department of Education and
Early Childhood Development, 1998). This is why setting goals to increase Aidans attention and memory
will be effective, as well as providing activities that will be engaging and aimed at enhancing his learning
and personal development.

Positive Partnerships Planning Matrix

Communication
Characteristi
cs

Implications

Strategies

His english is
lacking the
depth that a
grade 6 student
should have.
(Average
linguistic ability)

Social Interactions
His social interaction
is average.
He tends to be rude
towards others and
therefore does not
socialise with others
in a healthy manner.
He has a lack of
respect and care for
others and their
personal belongings
His language
development is
average
Dysfunctional social
relationships

Sensory Processing
His motor skills
(gross and fine)
are average.
His handwriting is
below the national
benchmark and it
can often be hard
to read and
interpret his
writing.

Cannot

effectively
communicate
with peers and
adults
Lack of
understanding of
the English
grammar.
Visual cues (Burt Create classroom rules
& Gennaro,
as a whole class,
2010)
(example, respect others
Help the child
belongings).
plan a task by
Encourage other
asking what
students to not take

materials do you
Aidans remarks

More time to
complete a task, as
his fine motor skills
are not refined,
(example: writing).

Information processing &

Learning styles
Aidan is a kinesthetic and
visual learner.
His information
processing is poor, due to
his lack of attention and
memory.

Participates in hands on
activities
Lack of understanding of
required tasks
Aidan is drawn to visual
representations

Use activities that

Using more concrete
require fine motor
materials in activities.
skills (ie, sewing,
Giving Aidan clear
constructing cars,
instructions on what needs
typing, building)
to be completed and
Explore alternatives
following up using
to traditional writing

need? what do
you do first?
(Burt & Gennaro,
2010)

personally (Burt &

Gennaro, 2010).
If an incident occurs
speak to the student as
to why their behaviour is
inappropriate (Burt &
Gennaro, 2010)
Assign an adult mentor
to help teach the student
appropriate conversation
skills (Burt & Gennaro,
2010)

practices (example:
questioning.
oral presentations) Allow the child to work in
(Burt & Gennaro,
shorter sessions with
2010)
frequent breaks (Burt &
Gennaro, 2010)
To support differentiated
curriculum, Groves
(2012), suggests
incorporating a technique
known as Learning
Intentions. this technique
demonstrates to students
what is expected of them
in relation to their
learning. What may be a
learning intention for
Aidan may be different to
another student and only
the teacher and students
are able to know what
each students intention
is. This also allows for an
inclusive 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, childfriendly and achievable
(Groves, 2012).

Individual Learning Plan

Focus area linked to
curriculum

Specific
learning
outcome
(Goals)

Intervention plan, curriculum adaptations,

teaching strategies, resources and
personnel

Poor attention in
relation to
English/Literacy

Aidan should be
able to
independently
recall
instructions in
literacy 50% of
the time and be
ready to start
the task within 4
minutes from
when the
instructions
have been
given. Aidan
should achieve
this within three
weeks.

Tomlinson suggests agendas which entail

a to do list that can be achieved over
several weeks (depending on the
students ability). In the case of literacy or
mathematics, Aidan may be allowed to
complete his instructions over an
extended period of time compared to other
classmates. This strategy does not leave
room for exclusion, as each student has
one to suit their skill level and ability. On
the agenda, there is a task section (such
as, name a famous country singer) and a
special instruction section (such as, seek
help from a classmate if you are stuck),
which allows a student to seek help to
complete the task from the listed source
(this is not necessarily the teacher as
aforementioned). This strategy is effective
in reducing Aidans need for teacher help
constantly and allows Aidan time to
socialise to receive help.
The teacher needs to be questioning him
to prompt his memory, with questions such
as, what do you need to do?
Set up goals with Aidan whilst creating the
ILP and give Aidan a self-evaluation at

Monitoring and
evaluation strategies

Place a tick on the

board every time
Aidan is able to recall
the given instructions.
Second tick on the
board when Aidan is
ready to begin an
activity (if within the 4
minute time frame).
By giving Aidan the
self-evaluation sheet,
as the teacher, you
can see where Aidan
may think he is at.

the conclusion of the three weeks.

Create literary texts

that adapt or combine
aspects of texts
students have
experienced in
innovative
ways.(ACELT1618)
(AusVELS, 2015)

Plan, rehearse and

deliver presentations,
selecting and
sequencing appropriate
content and multimodal
elements for defined
audiences and
purposes, making
appropriate choices for
modality and
emphasis.
(ACELY1710)
(AusVELS, 2015).

Aidan should
be able to
complete at
least 50% of the
written tasks in
the time given
him in class.
Aidan should
achieve this in
one month

Begin using stimuli involving Aidans

interests, (eg: writing an informative piece
about his favourite car.)
As Aidan is a kinesthetic learner, let him
use this in his writing. (Eg: creating a
model car and writing a procedural piece
outlining the instructions. Having a toy car
in front of him and writing a descriptive
piece on it.)
If handwriting continues to be a lack of
motivation get Aidan typing on the
computer, or either doing a computer
based activity to increase attention and
motivation. (Steiner, Sheldrick, Gotthelf,
Perrin. 2011).
Incorporate mathematics. Example, create
a problem and verbally present the
problem to peers. As he is good at
mathematics it may motivate him to do the
activity, as well as develop his written and
oral skills.

When collecting up
Aidan's work the
teacher will be able to
see whether 50% of
the written task has
been completed.

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-ebscohostcom.ezproxy1.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=d3c05204-0d4d-48c5-a33905374032329a%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=565E357
0B0B632DA01585C1AA4F14FB242F604DA&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
Criteria

Distinctions

Credit

Documents
academic, social and
emotional
development of the
individual in positive/
strengths based
language (LO3)

Matrix/ILP and other

documentation and
discussion demonstrate
consistent very high level,
comprehensive information
on the childs social and
emotional development in
extremely well considered
positive/ strengths based
language.
Excellent, highly informed and
knowledgeable understanding
of the characteristics of the
child within an inclusive
educational setting. Excellent
documentation within the
planning matrix.

Matrix and other

documentation and
discussion demonstrate
good evidence of
comprehensive
information on the childs
social and emotional
development with good
positive/ strengths based
language.
Informed approach with
good knowledge and
understanding of the
characteristics of the child
within an inclusive
educational setting. Wellconsidered documentation
within the planning matrix.
Good consideration of and
thoughtful detail of
possible impact of these
characteristics on childs
learning, peers, family and
school/centre teams. Good
documentation within the
planning matrix.

Matrix and other

documentation and
discussion demonstrate
satisfactory information on
the childs social and
emotional development
with satisfactory positive/
strengths based language.

Matrix and other

documentation and discussion
demonstrate little, poorly
considered or no information
on the childs social and
emotional development with
little, poorly considered or no
positive/ strengths based
language.

Satisfactory knowledge and

understanding of the
characteristics of the child
within an inclusive
educational setting.
Satisfactory documentation
within the planning matrix.

Limited, poor or no clear

knowledge and understanding
of the characteristics of the
child within an inclusive
educational setting. Limited,
poor or no documentation
within the planning matrix.

Satisfactory consideration of
possible impact of these
characteristics on childs
learning, peers, family and
school/centre teams.
Satisfactory documentation
within the planning matrix.

Limited, poor or no clear

consideration of possible
impact of these characteristics
on childs learning, peers,
family and school/centre
teams. Limited, poor or no
clear documentation within
the planning matrix.

Good consideration to
differentiating instruction
and curriculum to meet the

Satisfactory consideration to
differentiating instruction
and curriculum to meet the

Limited, poor or no clear

consideration to
differentiating instruction and

Characteristics (LO4)

Impacts on
individuals and
others (LO4)

Implications for the

setting (LO2, LO5,

Highly insightful, connected

and comprehensive
consideration of possible
impact of these
characteristics on childs
learning, peers, family and
school/centre teams.
Excellent documentation
within the planning matrix.
Very high quality, creative
differentiation of instruction
and curriculum to meet the

Pass

Fail (NN)

LO8)

needs of the child in the

inclusive setting.

needs of the child in the

inclusive setting.

needs of the child in the

inclusive setting.

Set goals and level of

specificity relating to
needs through
planned task analysis
(LO5, LO8)
Strategies
demonstrate an
understanding of
principles of student
wellbeing and
teaching for
resilience within an
inclusive setting (LO3)

Excellent, high level

consideration of goals and
task analysis to scaffold
learning to meet the needs of
the child.

Good consideration of
goals and task analysis to
scaffold learning to meet
the needs of the child.

Satisfactory consideration of
goals and task analysis to
scaffold learning to meet the
needs of the child.

Comprehensive detailed
knowledge of student
wellbeing and teaching for
resilience and high quality
relevant strategies for
catering for the needs of the
child in an inclusive setting.
Substantial insight into the
impact of these strategies
connected to the needs of the
child.
Comprehensive detailed
knowledge of high quality
relevant strategies to
enhance protective factors
minimising risk for all in an
inclusive setting. Substantial
insight into the impact of
these strategies connected to
the needs of the child.
Excellent documentation
within the planning matrix.

Good knowledge of child

wellbeing and teaching for
resilience and relevant
strategies for an inclusive
setting. Very good
understanding of the
impact of these strategies
connected to the needs of
the child.

Satisfactory factual
knowledge of child
wellbeing and teaching for
resilience and generally
relevant strategies for an
inclusive setting. Adequate
understanding of the impact
of these strategies
connected to the needs of
the child.

Limited, poor or no clear

knowledge of child wellbeing
and teaching for resilience.
Limited, poor or no relevant
strategies for an inclusive
setting. Inadequate
understanding of the impact of
the strategies connected to
the needs of the child.

Good knowledge of well

selected relevant
strategies to enhance
protective factors
minimising risk for all in an
inclusive setting.
Thoughtful consideration
into the impact of these
strategies connected to the
needs of the child. Good
documentation within the
planning matrix.
Well-considered, relevant
strategies to cater for the
childs needs. Good
documentation.

Satisfactory knowledge of
relevant strategies to
enhance protective factors
minimising risk for all in an
inclusive setting. Adequate
consideration into the
impact of these strategies
connected to the needs of
the child. Satisfactory
documentation within the
planning matrix.

Limited, poor or no clear

knowledge of relevant
strategies to enhance
protective factors minimising
risk for all in an inclusive
setting. Limited, poor or no
clear consideration into the
impact of these strategies
connected to the needs of the
child. Limited, poor or no clear
documentation within the
planning matrix.
Limited, poor or no clear
relevant strategies to cater for
the childs needs. Limited,
poor or no clear
documentation.

Strategies to enhance
protective factors
minimising risk (LO2,
LO4)

Specific Strategies
that cater for the
individuals additional
needs (LO5, LO8)

Comprehensive, very well

planned highly relevant
strategies to cater for the
childs needs. Excellent
documentation.

Satisfactory and generally

relevant strategies to cater
for the childs needs.
Satisfactory documentation.

Communication of information and ideas & connecting to the literature in the field

curriculum to meet the needs

of the child in the inclusive
setting.
Limited, poor or no clear
consideration of goals and task
analysis to scaffold learning to
meet the needs of the child.

Sources/literature

Presentation/Format
of Planning Matrix

Explicitly, accurately and

insightfully used in significant
ways. Appropriate, relevant
and recent selection, very
thoughtful generalisation to
practical experience.
Very clear, accurately proofed
print throughout. All
information very clearly
planned, comprehensive,
professionally presented and
thoroughly organised,
scaffolded, complete and
accessible. Inclusive language
always carefully used
throughout.

Explicit factual use in

significant ways.
Appropriate relevant and
recent selection, good
generalisation to practical
experience.

Explicitly used. Satisfactory

selection and generalisation
to practical experience.

Fails to use source explicitly,

poor selection and
generalisation to practical
experience. .

Clear, proofed print. All

information clearly
organised, complete and
accessible. Inclusive
language used.

Generally proofed print.

Information adequately
organised and accessible.
Inclusive language mostly
used.

Poorly proofed print, poorly

spaced text. Information
not clearly organised or
accessible. Very limited,
poorly used or no use of
inclusive language.

REFERENCING

Very Good

Professionally presented and appropriate accurate use of APA

referencing style throughout text and accurate reference list

General Comments:

Needs Improvement

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?

Mark: Credit