INDIVIDUAL LEARNING PLAN (ILP) MATRIX
Date Devised: 15/05/13
Student: Millie
Review Date: 15/07/13
Year Level: Grade 2
Age: 8 yrs 0 months
D.O.B. 13/05/05
Program Support Group Members consulted in devising this plan:
Class Teachers: Annie Forrest
Parents: Amy Henry and Kate Caulfield
Principal Rep(PSG Chair): Rosie McDowall
Additional Reports: (If applicable))
-Speech Pathologist will visit the school once a week to work with Millie in improving her language abilities. The speech pathologist will report
back to the teacher on Millie’s progress after each consultation. Teacher will use these reports in collaboration with their own educational
findings over the term to form their own report, which will detail Millie’s progress and the effectiveness of the Individual Learning Plan.
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Academic, social and emotional development:
The social development of Millie is of an average level as due to her disability of cerebral palsy, she is limited to the social activities she can partake in
and is commonly excluded due to her impairment (Thompson, 2011). Though she attends school in a mainstream classroom, she is often seen as
different by her peers, and therefore has formed few friendships. This impacts on her emotional development as socially outcast children are at risk of
being victimised and bullied, which can lead to emotional defects such as depression and anxiety, which contributes to a lower quality of life (Lindsay &
McPherson, 2011, p. 809).
Millie’s strengths are that she shows a willingness to involve herself and partake in a range of classroom activities, in order to become more socially
involved with other students. She makes attempts to include herself in a range of extra-curricular activities including being part of a Ski Club, in which she
partakes in sit skiing. She has an interest in music and computer games, which is common to children her age. Activities such as these aids in the
improvement of Millie’s emotional development as she has the ability to become involved without feeling inferior.
Entry Skills (What the student has achieved)
In English, Millie is below the average of where she should be currently at and although she is meant to be meeting the Level 2 standards of English of
AusVELS, she is currently at the Foundational level for English. The standard at Foundational level states that “they read short predictable texts with
familiar vocabulary, drawing on their developing knowledge of concepts about print and sound and letters. They use the sounds represented by most
letters” (VCAA, 2012). With Millie’s poor language, this is the standard she is currently aiming to achieve, however, as a year two student; she should be
aiming for the Level 2 standard which states “they read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of
high frequency sight words. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge” (VCAA,
2012).
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Millie is also below the level of where she should be in the domain of Health and Physical Education; however, this is to be expected as she is confined to
a wheelchair. Again Millie is achieving the standard at the Foundation level, where “students perform basic motor skills and movement patterns, with or
without equipment, in a range of environments”. For Millie to be at the average level, she would be reaching the standard of Level 2, in which “students
demonstrate basic motor skills and some more complex skills. They combine motor skills and movement patterns during individual and group activities”
(VCAA, 2012).
Challenges (Areas for Improvement)
Motor functions: Millie needs to improve her fine and gross motor skills, in order to affectively partake in a range of classroom and outdoor activities. Her
current development is limited due to her restriction of being in a wheelchair.
Language: Millie has difficulty communicating with her teacher and peers due to her lack of fluency and accurate pronunciation of words.
Social interaction: Due to her limited language abilities, Millie has difficulty partaking in social activities and forming friendships.
Learning Priorities (Future Learning)
Millie will participate in a range of activities which will focus on the improvement of her motor functions, in particular her fine and gross motor skills. These
activities will encourage the practice of these motor skills through painting, creating, writing and physical activity.
Her language development will be fostered through ongoing support from both the teacher and speech pathologist. Millie will be required to perform a
number of different tasks in order to improve her language skills, which will therefore encourage her to become more socially enact.
The teacher will focus their classroom planning so that there are various opportunities for Millie to participate in group work, which will enable her to feel
more included.
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Child’s characteristics:
Cerebral palsy can be described as a disorder that effects movement and posture, due to problems with brain function which become apparent during
early years development. It affects muscle strength, coordination and balance, as well as motion (Torpy, 2010, p. 1028). There are numerous types of
cerebral palsy, with Millie suffering from spastic hemiplegia cerebral palsy, meaning the muscles of her body do not allow normal movement as they are
stiff and tight, with one side of the body being more affected than the other, and the arm being more severe than the leg (Torpy, 2010, p. 1028).
Gross motor function refers to the ability to direct movements which require the use of the whole body (Salkind, 2007). However, individuals who suffer
from cerebral palsy are known to be limited to the activities they are able to undertake, because one of the main features of this disability is irregular motor
behaviour and control of the body (Bax et al., 2005, p. 573). The motor functions in which Millie is able to undertake are able to be identified through what
is known as the Gross Motor Function Classification System, which contains five levels and classifies individuals according to their gross motor function
ability (Lauruschkus, Westbom, Hallstram, Wagner & Nordmark, 2013, p. 159). Millie has been identified as being at Level IV, which is defined as the
individual having a greater reliance on wheelchairs to enable mobility within environments such as school, home and the community (Howard et al., 2005,
p. 480).
Fine motor function can be defined as the exercises of positioning the limbs, extremities and in particular, fingers appropriately to perform daily activities of
an educational and playful matter. Examples of fine motor skills include handwriting, tying shoelaces and eating (Salkind, 2007). The Bimanual Fine Motor
Function classification system focuses on determining the severity of the hand abilities of children with cerebral palsy (Kwon, Yi, Kim, Chang & Kwon,
2013, p. 42). Millie has been classified at Level II, which means one hand is able to operate without limitations, whilst the other hand only has the
capability to grip or hold. At Level II, both hands are restricted to fine motor skills that are of higher difficulty (Himmelmann, Beckung, Hagberg, &
Uvebrant, 2006, p. 418).
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Language can be defined as a set of interlocking units which can be used to communicate meaning in the form of words, sentences and text (Thompson,
2011). Millie has poor language which impacts on her ability to form meaningful written and spoken texts. Her low language abilities are a result of her
poor pronunciation skills, which is known as the construction of sounds used in order to produce meaningful words and sentences (Gilakjani, 2012, p. 96).
Poor language skills are common to children with cerebral palsy as the defect affects the muscles that are used in speech (Torpy, 2010, p. 1028).
Social development refers to social relations and interactions that are sustainable, compatible as well as equitable, which leads to a positive development
in individual well-being (United Nations Research Institute for Social Development, 2011). As stated, Millie’s social development is at an average level as
her social interactions are not considered to be equitable as she is often seen as inferior to her peers. They are neither compatible nor sustainable as her
only form of social interactions is through group work within the classroom and her personal hobby of sit skiing.
Impacts
Millie is restricted to a wheelchair which impacts on her social development as she is limited in her opportunities to interact and engage with her peers.
Studies have shown that this issue is common among many other children suffering from cerebral palsy. It has been found that children with cerebral
palsy are much more likely to encounter problems in building relationships with peers compared to other children (Bottcher, 2010, p. 220).
Due to the restricted nature of the disability, Millie’s fine motor functions have been impacted which affects her ability to take part in day to day classroom
activities as majority of the day’s activities require the use of fine motor skills (Cermak & McHale, 1992). This impacts Millie’s ability to remain included and
partake in the same activities as her peers.
Cerebral palsy decreases communication between sufferers and other beings, with individuals like Millie who suffer from spastic cerebral palsy having
difficulties with particular aspects of language such as speech fluency and pronunciation, which is due to a lack of neuromuscular control as required for
the act of verbal communication (Bottcher, 2010). The inability to communicative effectively impacts on Millie’s social and emotional development, as she
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may feel indifferent to her peers as she cannot interact as simply as they do.
Implications
In order to protect Millie’s self-esteem and help her to remain included, students will be instructed to sit on their chairs when required to gather as a whole
class.
The classroom floor plan will be set out appropriately so that Millie is able to move about in the classroom with ease.
The classroom will be allocated in a suitable position within the school to ensure Millie is in close proximity to ramps so that she may easily access
facilities such as toilets.
To ensure that Millie’s fine and gross motor skills will continue to improve she will be taking part in the Perceptual Motor Program (PMP) which is aimed at
the development of motor skills.
Teacher will allocate specified amount of time each day for the whole class to take part in some form of modified game or activity which practices the use
of gross motor skills, e.g. classroom catch.
Teacher will include as much group work within the planning of the curriculum as applicable, therefore fostering opportunities for social interactions within
the classroom.
Teacher will create a roster that focuses around the idea of a buddy system ensuring that Millie always has a group of children to interact with during
recess and lunch times.
Teacher will ensure that there is an individualised literacy program that is focused on the developmental increase of Millie’s language abilities.
A speech pathologist will be arranged to work with Millie once a week to assess her progress, strengthen her development and report back to the teacher
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on their findings and provide new techniques that could be incorporated into the literacy program.
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INDIVIDUAL LEARNING PLAN
STUDENT/AVATAR NAME: Millie
Semester Goals
Short Term Goals
(Long Term)
(WHAT)
Student will
improve their fine
and gross motor
skills.
1. Regular
involvement in
team
activities/games.
Devised
Curriculum Areas
1. Health and
Physical Education
2. The Arts; Music
Strategies/Methods
Mode of Delivery
(HOW)
(WHO/WHEN)
Modifying games and
equipment so that they
are inclusive, meaning
Millie is able to partake
in each activity.
Driven by the teacher.
In groups of four,
create a dance in
relation to a well-known
song.
Student directed;
meaning students are
placed in a group of
four, where they are
required to complete
the task using their own
ideas and experiences.
As part of the
performance, there
must be a person in
each group sitting down
at all times, to ensure
Millie does not feel
different to her peers.
2. Participation in
a range of
activities which
involve the use of
fine motor skills.
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1.History
Create a model of
Ayers Rock using a
range of materials.
Millie will be given a
specific job each week
During all Health and
Physical Education
classes.
15/05/13
Mode of Assessment
15/07/13
Continual improvement of
skills.
Assessment completed
throughout each unit.
Assessed through a
rubric by the teacher
during and after the
performance.
Students will have time
to plan and rehearse
their dance for three
weeks and will present
the dance in the fourth
week.
Teacher driven in terms
of what materials the
students are permitted
to use.
Student directed as it
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Evaluation
Evidence of ongoing
work. A fine motor skill
checklist to ensure the
task is being completed to
a satisfactory level.
to ensure she is
actively involved in
completing the model.
relies on the class
working together to
produce Ayers Rock
using their creativity
and ideas.
The class will have one
lesson per week over
the term to complete
the model.
2. The Arts; Visual
Art
Paint a portrait of their
family.
Teacher directed as
teacher will set the task
in terms of what the
students are required to
paint and will also
identify what materials
can be used.
An informal assessmentteacher assesses each
student informally whilst
students complete the
artwork, looking
specifically at the fine
motor skills being used.
This will be completed
over two art lessons.
Improve student’s
mastery of speech
sounds and ability
to communicate in
all aspects of the
curriculum.
3. Introduce the
communication
board in order to
develop a sound
understanding of
sentence
structure.
1. English
Activity completed only
by the child with special
needs.
Speech pathologist notes
the student’s progress
throughout each session.
Speech pathologist will
be present.
Completed during the
morning literacy block
over three weeks.
2. Science
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As an individual, create
three sentences of a
maximum of five words
each using the
communication board
As a class, visit an
ecosystem (e.g. Lake
Wendouree) and use
the communication
Teacher will deliver the
task.
A teacher’s aide will
assist Millie in
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Students will read their
paragraph aloud to the
class, where the teacher
will give them written
board to individually
produce a simple
paragraph of what they
observed.
completing of the task.
The task will be
completed individually.
feedback on the
execution of speech
sounds, fluency and
sentence structure.
Completed on the visit
to the ecosystem.
4. Students will
participate in a
range of activities
to improve their
pronunciation.
1. The Arts; Drama
In pairs, select one
nursery rhyme to recite
to the rest of the class.
Student directed, as
each pair will be
required to select their
own nursery rhymes to
recite. This will be
completed over one
lesson.
Teacher will record the
recital of each pair, and
will review the tape with
the pair discussing areas
of improvement in
regards to speech fluency
and the pronunciation of
words.
2. English
In their literacy groups,
students will play the
THRASS chart
interactive game on the
SMARTboard. This will
encourage children to
develop their oral
language skills with an
essential focus on
pronunciation.
Teacher’s aide will be
there to assist when
required. Student
directed as they are
accountable for their
own learning within
their own literacy
groups. This task will
be completed over a
week. Each group will
only play the game
once for the week.
Peer-review assessmentStudents will provide their
peers with verbal
feedback in relation to the
pronunciation of words.
EVALUATION KEY: 1 = Little or No Progress
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2 = Satisfactory Progress
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3 = Excellent Progress/Goal Achieved
Strategies:
Well-being and resilience: The strategies throughout the ILP will assist the student as they are inclusive and will keep them engaged both academically
and socially. The strategies have been planned at a suitable academic level to ensure Millie’s learning development continues to improve. Activities have
been adapted and the notion of flexibility is implemented to ensure Millie’s needs are met. Well-being is an important aspect of the classroom and is vital for
great leaning. It aims to ensure all students are safe in their environment and are encouraged to reach their full potential and achieve learning outcomes in
all aspects of education. In order for Millie to be resilient towards difficult classroom situations the teacher must be flexible in their planning. In the first
strategy our curriculum area is Health and Physical Education; to ensure Millie can actively participate in the games/activities the equipment and materials
need to be modified. Some examples of the modifications that can be undertaken in Millie’s Physical Education class include using beach balls or balloons
rather than hard balls, providing extensions to tagging games, modifying the rules of activities to ensure Millie can always participate and enforcing games
where students are sitting down (John McGregor Secondary School, n.d.). These adaptations will ensure that all students are given an equal opportunity
to participate and achieve. Although the child with Cerebral Palsy may never be able to perform a skill at the same level as their peers, it is important that
they are given the opportunity to learn skills over a longer time period (John McGregor Secondary School, n.d.). The school upholds a belief system which
states that all individuals are entitled to a quality education, where all students are welcomed into an inclusive environment (United Nations, 2006). This
belief system creates the classroom norm; it ensures all students with disabilities are not differentiated from their peers in any way. This is exhibited
throughout the entirety of Millie’s ILP as both the long and short term goals require her full participation. An example in her ILP has been demonstrated in
History where the participation of all class members is essential for creating a model of Ayers Rock using a range of materials.
Protective factors:
Protective factors are included in the classroom to protect all children and enable them to interact with their peers in a stress free and safe environment.
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Millie shows a great interest in computers and the use of ICT. To motivate Millie to participate effectively in the classroom it is vital to include the use of
technology in her ILP. In order to improve Millie’s pronunciation of words we have found it important to implement the THRASS chart activity on the Smart
Board. This approach is a captivating way of developing Millie’s oral language skills. To prevent Millie from being overwhelmed by tasks it is important to
break up complex activities into smaller, achievable steps (Department of Education and Communities & the Children’s Hospital at Westmead, 2011). For
instance, in English over a period of 3 weeks Millie will work with a speech pathologist to gradually build on her understanding of sentence structure. By the
end of the third lesson it is hoped that Millie will produce 3 sentences of a maximum of 5 words using the communication board. It is important to inform the
class about Millie’s disability and the adjustments that need to be made to support her learning. The teacher needs to encourage Millie’s peers to
understand that she may need to receive extra help around the classroom (Department of Education and Communities & the Children’s Hospital at
Westmead, 2011). Working as a group encourages people to become active rather than passive learners by developing collaborative and co-operative
skills. In Millie’s ILP group work will be used frequently from creating a dance to a well-known song to reciting a nursery rhyme to the rest of the class.
These opportunities will provide Millie with the ability to develop a sense of belonging as she is placed into an environment where she can build
relationships with others. Group work in the classroom not only allows Millie to connect and form relationships with a variety of individuals, but it also helps
other students become more familiar with her condition. Positive language is another factor which influences Millie’s participation levels. To ensure the
activities stated in Millie’s ILP are completed at her full potential, it is essential for educators to provide positive reinforcement rather that identifying the
negatives. Education is one of the most significant institutions of modern societies to maximise students’ growth and potential (Pietsch, Graetz & McAllister,
2010). The ILP is continuing to develop Millie’s educational growth and her social development.
Catering for Additional Needs:
In order for a child to reach their optimal learning development, it is essential that individuals collectively work together to support the students’ progress. In
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the primary school environment this interplay of support is received from the classroom teacher themselves, teacher aides, the individual’s peers, speech
pathologists and parents.
When planning a classroom learning environment for a child with cerebral palsy many physical considerations need to be addressed. Resulting from Millie’s
lack in mobility, the school needs to consider her positioning for various reasons. This can be overcome by implementing specific strategies which include
sitting at a comfortable desk, allowing Millie to change her position every 20-30 minutes and providing enough space in the classroom for the student to
stretch. Millie’s mobility is confined to a wheelchair so the school must provide access to all areas with appropriately installed ramps and wider door frames
in buildings.
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References:
Bax, M., Goldstein, M., Rosenbaum, P., Leviton, A., Paneth, N., Dan, B., Jacobsson, B., & Damiano, D. (2005). Proposed definition and classification of
cerebral palsy, Developmental Medicine & Child Neurology, 47(8), 571-576. doi: 10.1017/S001216220500112X
Bottcher, L. (2010).Children with Spastic Cerebral Palsy, Their Cognitive Functioning, and Social Participation: A Review, Child Neuropsychology, 16(3),
209 – 228. doi: 10.1080/09297040903559630
Cermak, S., & McHale, K. (1992). Fine Motor Activities in Elementary School: Preliminary Findings and Provisional Implications for Children with Fine Motor
Problems, American Journal of Occupational Therapy, 46(10), 898-903. doi: 10.5014/ajot.46.10.898
Department of Education and Communities & The Children’s Hospital at Westmead (2011). Cerebral palsy: communication- Strategies for teachers. New
South Wales: NSW Curriculum & Learning Innovation Centre.
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Lauruschkus, K., Westbom, L., Hallstram, I., Wagner, P., & Nordmark, E (2013). Physical activity in a total population of children and adolescents with
cerebral palsy, Research in Developmental Disabilities, 34 (1), 157-167. doi: 10.1016/j.ridd.2012.07.005
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Lindsay, S., & McPherson, A. C. (2011). Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy.
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Thompson, N. (2011). Effective Communication: A Guide for the People Professions (2nd ed.). New York: Palgrave Macmillan.
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Victorian Curriculum and Assessment Authority (VCAA). (2012). AusVELS. Retrieved May 20, 2013, http://ausvels.vcaa.vic.edu.au/Foundationlevel
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