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