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    Individual Learning Plan

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    Joshua is a kindergarten student with Down syndrome and intellectual disabilities. His Individual Learning Plan (ILP), dated February 2016 and to be reviewed in June 2016, identifies goals in organization, hygiene, and fine motor skills. The ILP outlines long and short term goals in each focus area, adjustments to support Joshua's learning, and a plan to track his progress toward goals through observations and data collection. The ILP was developed by Joshua's teacher, principal, parents, and other support staff to facilitate his education.

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    Individual Learning Plan

    Uploaded by

    api-324506337
    175 views3 pages
    Joshua is a kindergarten student with Down syndrome and intellectual disabilities. His Individual Learning Plan (ILP), dated February 2016 and to be reviewed in June 2016, identifies goals in organization, hygiene, and fine motor skills. The ILP outlines long and short term goals in each focus area, adjustments to support Joshua's learning, and a plan to track his progress toward goals through observations and data collection. The ILP was developed by Joshua's teacher, principal, parents, and other support staff to facilitate his education.

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    Joshua is a kindergarten student with Down syndrome and intellectual disabilities. His Individual Learning Plan (ILP), dated February 2016 and to be reviewed in June 2016, identifies goals in organization, hygiene, and fine motor skills. The ILP outlines long and short term goals in each focus area, adjustments to support Joshua's learning, and a plan to track his progress toward goals through observations and data collection. The ILP was developed by Joshua's teacher, principal, parents, and other support staff to facilitate his education.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    175 views3 pages

    Individual Learning Plan

    Uploaded by

    api-324506337
    Joshua is a kindergarten student with Down syndrome and intellectual disabilities. His Individual Learning Plan (ILP), dated February 2016 and to be reviewed in June 2016, identifies goals in organization, hygiene, and fine motor skills. The ILP outlines long and short term goals in each focus area, adjustments to support Joshua's learning, and a plan to track his progress toward goals through observations and data collection. The ILP was developed by Joshua's teacher, principal, parents, and other support staff to facilitate his education.

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    INDIVIDUAL LEARNING PLAN (ILP)

    School: Canberra Primary School

    Commencement date of ILP: 20 February 2016

    Student name: Joshua Hunter

    SRKS Number:

    Review date: (within 6 months) 25 June 2016

    Date of Birth: 4 June 2010

    Academic year level: Kindergarten

    ILP team: Class teacher, Principal, Parents, Learning Support Assistant, Speech Therapist, Occupational therapist
    DECO: Mrs Hargraves
    Transition facilitator: N/A
    Additional information Down syndrome, mild to moderate Intellectual disability, toilet learning requires regular reminders, limited verbal
    communication, uses Makaton and Proloquo2Go to communicate needs, works well with peers, requires a modified curriculum many adjustments
    needed, poor gross and fine motor skills, enjoy using the iPad and computer.
    Focus area and
    present skill/level
    of achievement

    Learning goals
    Linked to students Pathways Plan
    SMART guidelines (Specific Measurable
    - Achievable - Relevant - Timely)
    Reviewed when appropriate and at least 6
    monthly at the In-school Review

    Organisation goal

    Long term goal


    Joshua will be independent with
    returning classroom and personal
    resources to their original place.
    Short term goal
    Joshua will return the iPad to the
    charging station in the classroom at the
    end of each lesson block before going to
    recess, lunch or home 80% of each
    week, as measured by a weekly checklist

    February 2013 ILP



    Policy link Students with a Disability: Meeting their Education Needs SWD200810

    Adjustments for learning


    Consider the Adjustment Matrix for level and type:
    environment, curriculum, teaching & learning,
    assessment & reporting, technology, communication.
    Consider Access and Participation groupings from the
    Appraisal where relevant.
    1. Joshua will be shown where the iPad charging
    station is.
    2. Visual reminders provided.
    3. Explicit verbal prompts provided to direct
    Joshua what to do and where to put the iPad.
    4. Establish a reset time at the end of each lesson
    block where the whole class resets the
    classroom and Joshua participates too.
    5. Daily reward system for performing desired
    behaviour.

    Achievement of short term


    goal
    Comment on learning stage
    (acquisition, fluency, maintenance,
    and generalisation) and support
    levels (independence -prompts).
    Record date of each entry.
    CT/LSA will indicate on the
    laminated checklist Joshuas
    successes each day.
    CT will congratulate Joshua
    and provide earned rewards
    daily.

    ETD Student Engagement Disability Education


    http://www.det.act.gov.au/publications_and_policies/policy_a-z

    Hygiene goal

    Long term goal


    Joshua will be independent with toileting
    Short term goal
    Joshua will go to the toilet when he
    arrives at school, before recess time,
    before lunch time and before he goes
    home with prompting from visual cue
    cards.

    Fine Motor goal

    Long term goal


    Joshua will use one hand to manipulate
    and one hand to stabilise while
    completing activities with resources
    Short term goal
    Joshua will independently turn individual
    80% of pages in a book in the read aloud
    performed the support staff or CT in the
    morning literacy block, 80% of
    opportunities, as measured by teachercharted observations.

    Student

    Name
    Joshua Hunter

    Parent/Carer

    Stacey Hunter

    Parent/Carer

    David Hunter

    Principal/Delegate

    Bill Fergusson

    DECO

    Bernice Hargraves

    Teacher

    Katelyn Melmoth

    Other

    Speech therapist: Julie Smith


    Occupational Therapist: Matthew Reid

    February 2013 ILP



    Policy link Students with a Disability: Meeting their Education Needs SWD200810

    1. Joshua will be shown the closest toilet block.


    2. Visual cue reminders provided after the reset
    time of each lesson block.
    3. Joshua will be given 5 minutes before the end
    of each lesson to go to the toilet.
    4. Support staff or Joshuas mother will assist
    Joshua to walk to the toilets and use
    appropriate hygiene routines.

    1. Explicit verbal instruction provided to direct


    Joshua how to turn pages.
    2. Provide assistance in the early learning stages
    of the task.
    3. Provide Joshua with plenty of time to practice
    the skill in each read aloud.
    4. Read books that are familiar to Joshua so the
    story is not disrupted by potential delays
    experienced as Joshua practices the skill.
    5. Perform each read aloud in a quiet place of the
    classroom.

    CT will report daily to parents


    of successes or otherwise.
    CT will note instances where
    Joshua uses verbal or visual
    cues to indicate his need to
    go to the toilet.
    CT will congratulate Joshua
    when he communicates his
    need to go to the toilet at any
    time.
    CT/LSA will note date and
    number of pages Joshua
    turned.
    CT/LSA will note which
    strategies Joshua used to
    turn each page.
    CT/LSA will note date and
    times when Joshua asks for
    assistance to turn pages.
    CT will provide collected data
    to Occupational Therapist.

    Signature

    ETD Student Engagement Disability Education


    http://www.det.act.gov.au/publications_and_policies/policy_a-z

    Date

    February 2013 ILP



    Policy link Students with a Disability: Meeting their Education Needs SWD200810

    ETD Student Engagement Disability Education


    http://www.det.act.gov.au/publications_and_policies/policy_a-z

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