INDIVIDUAL LEARNING PLAN (ILP) MATRIX

Date Devised:
Student:

Review Date:
Year Level: 2

D.O.B. 19

/ 3 / 1999

Program Support Group Members consulted in devising this plan:

Class Teachers:
Parents:
Principal Rep(PSG Chair):
Other: Speech pathologist, Aboriginal mentor from the local community, social worker
Additional Reports: (If applicable)

EDFD221 BALLARAT, 2014

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Age: 8_yrs _2 months

Entry skills (what the student has achieved)

Good at sport- works well kinaesthetically/ hands on, strong spatial awareness and shows interest
Child Adoni has a bank of some common words in both his native and second language as an ESL student that he can use.
Child Adoni still has achieved an attendance rate of approximately 70% at school in the past school year.
Child Adoni shows an engagement with sports, especially football, as he is a member of the local football team, illustrating his ability to be able to
participate and communicate with others in a structured and engaging setting. Child Adonis interest with sports also illustrates his preferred
learning style- kinaesthetic- and during sports sessions has exhibited strong spatial awareness.

Challenges (areas for improvement)

academic: speech impairment

social: communication skills, creating and maintaining relationships with peers
emotional: behaviour problems (often cranky or upset due to OM- easily irritated), lack of a sense of cultural identity, self-esteem and sense of
achievement

Academic:

Child Adoni, due to his chronic health condition (OM), has a severe speech impediment. If not treated with immediate health care and early
intervention, his health and academic progress could deteriorate dramatically. His speech impediment his having a direct and detrimental
affect on his learning and his ability to learn. This is evident with Adonis assessments over the past year that put Adoni at ____ standard.
____ below where he should be for his year level. There is correlation between Adonis speech impediment and his academic success.
Social:

General observations have sourced that Adoni regularly plays in isolation to his peers during recess and lunch times and before after
school. When Adoni is invited to play with his peers, he exhibits anti-social behaviour such as pushing and hitting as his unable to
communicate effectively with others and control his emotions in social settings. Adoni does not have the necessary skills to create and
maintain positive relationships with others. This is also apparent with his siblings in the home environment.

Emotional:
A regularly exhibits unwanted behaviour in the classroom as a result of irritation associated with his OM and inability to control his emotions
effectively. This has lead to Adoni, and with association with other emotional, social and academic factors, a sense of under achievement
and experiences extreme low self-esteem.
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A regularly feels emotions of unsafety, disconnectedness and isolation as a result of bullying on the basis of his health condition (OM) and
race. As a result, Adoni is lacking a sense of cultural identity from the lack of understanding and inclusivity of his Aboriginal culture within
the school context.

Learning priorities (future learning)

target speech
cultural strategies
intrapersonal and interpersonal learning
feelings of safety, connectedness and inclusivity to want to attend school

Targeting all areas of development (academic, social and emotional) will assist in improving Adonis academic success and general wellbeing. Some
major learning priorities that will directly improve Adonis success and wellbeing are:

Target Adonis speech impediment through intensive work with a speech pathologist and developing accuracy within language such as
through developing a larger bank of common words and the ability to use small grammatical words in sentences correctly within the
classroom
Target Adonis interpersonal development to allow Adoni to build positive relationships with others through scaffolded opportunities to work
effectively with others and gain social skills.
Target Adonis intrapersonal development through improving Adonis self esteem and resilience by specifically helping Adoni to develop an
increased sense of achievement and develop a sense of cultural identity.
Target Adonis safety, connectedness and inclusivity as well as above targets through sensitivity to, and incorporation of, Adonis culture
and implementation of cultural strategies such as inclusion of his native language with in the classroom across all aspects of Adonis
development.

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Childs characteristics:
Adoni is a very sporty and creative student who generally contributes in these aspects of the school or classroom. However, at times due to
issues relating to Otittis Media he is involved in disruptive behaviours such as calling out. Not only this, he can become cranky or upset from
little to trigger. This is generally due to the issue of misinterpretation of instructions of lack of hearing these due to his condition. Adoni has
become disengaged from school as well as his peers. This is a result of difficulty in hearing and relating to his peers, as well as his class
work. He is easily frustrated which is stemmed from this hearing loss. Sadly, Adoni is beginning to develop a negative attitude towards
schooling. Due to having difficulty in relating and communicating to his peers he has a lack of confidence and poor self-esteem, particularly in
the academic classroom. However, he excels in his sport and creative activities.
Adoni responds well to hands on activities which allow him to explore his creativity. He also enjoys his own space and quiet time. At times
Adoni may was very silent after being asked a question or after being given a set of instructions. To Adoni this was a way of having space,
distance and time to consider a question after being asked. Silence is an acceptable part of communication in Indigenous culture.

Impacts
Adonis lack of engagement and positive behaviours has caused him to become isolated from his peers, affecting his social wellbeing. His
lack of interest in school and difficulty in hearing his peers has resulted in a lack of communication, nor does he want to communicate with
others. Socially Adoni has become very withdrawn from those surrounding him. He finds it difficult to build and maintain relationships with his
peers due to these factors.
He now lacks confidence and self-esteem because of this difficulty in hearing and communicating with others.

Implications
The classroom teacher needs to support Adoni in encouraging participation in small groups. He/She needs to have in place strategies for
Adoni to more easily hear. Such as position in the classroom, have instructions on the board, and ensure he understands what his required of
him. A classroom Aid or Aboriginal support in the classroom would benefit Adoni. There is a need to build the relationships with the other
students in the class through cultural and social awareness. In terms of his disruptive behaviour, there needs to be a system implemented
into the classroom tackling disruptive behaviour having Adoni seek missed instructions in other ways, such as having a peer to ask these
questions rather than disrupting everyone else.

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INDIVIDUAL LEARNING PLAN

STUDENT/AVATAR NAME:
Semester Goals

Short Term Goals

(Long Term)

(WHAT)

1.
Academic:
Demonstrates
an
understanding
of the need for
accuracy within
language

Develop vocab to
500 common
words, correctly
pronounced

Devised
Curriculum Areas

1.
Language:
Respond to different
sounds and words used
in everyday experiences
Speaking and listening,
Level A.
Encounter words and
writing within the
environment and
respond to spoken words
in familiar environments
Reading and viewing,
Level A.

Literature:
Respond to texts
listened to, viewed or
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Strategies/Methods

Mode of Delivery

(HOW)

(WHO / WHEN)

Looking at the
structure of words:

Place an emphasis on the

phonological sounds heard
in each word. Connect this
to the graphological
structure of the word so he
learns to see the word in
print as well as
understanding what it
sounds like.

Learning phonemes:

Have the 300 words on

colour coded cards broken
down into the phonemes of
that word. Introduce the
word one sound at a time.
For example, dog has three
phonemes, together go
through the sounds d/o/g.
There are many games

The class teacher

can provide much
of these activities
as an alternative
to spelling or
reading words. It
will be useful to
offer these
activities to all
students as an
aspect of a
spelling and/or
reading rotation.
Many of these
activities are
created in
conjunction with
the speech
pathologist,

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00/00/00
Mode of
Assessment

Evaluation
dd/mm/yy

read Writing, Level A.

that can be made with

these cards like memory or
go fish which immerse
him in the language

Embodied learning:

You can embody this

learning for A by playing a
game where the letters act
as stepping stones to get
across a creek. As Adoni
steps he must say that
sound before he moves on,
and when Adoni reaches
the other side he must say
the word.

Word experiences:
When Adoni says a word
incorrectly, ask him to
think about the sound in
that word.
You can ask him to draw a
picture where a specific
word such as dog is in
depicted, and ask Adoni to
tell you what is happening
in the picture.

however should
be used on a
more regular
basis.
The other
children also play
a great role in the
learning of these
words as it will be
through the
conversation and
peer work that A
will benefit most
from.
If there is the
availability of an
Aboriginal mentor
these activities
might also be
something that
can be worked on
outside of school,
possibly at home.

Phoneme Chart:

You can get Adoni to read

out the words he is
working with, focusing on
each phoneme.
Underlining and breaking
up words.
Develop a chart that
demonstrates the
phonemes that Adoni
understands, so he can
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refer back to the chart with

pictures and the phoneme
in a word underlined to
help Adoni in the
classroom.

Language Emersion:

Encourage show and tell or

other storytelling from a
chosen picture book to
encourage further
language use. While other
children are sharing, this
becomes an opportunity
for language immersion.
2.
Uses small
grammatical words
in sentences
correctly

2.
Language:
Experience sentences
being used to express
ideas and information
and responds to different
words, sounds and
noise Reading and
viewing level A
React to different
sounds, and words; and
respond to visual text
Writing Level A

Literacy:
React to others sharing
and delivering a
presentation on a
personally or culturally
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Build phonological awareness

Increase known sight words,
particularly prepositions,
pronouns, conjunctions,
articles and particles.

Flash cards and sentence

development:
Create flash cards of the sight
words with a focus on
prepositions, pronouns,
conjunctions, articles and
particles to familiarise these
words for A.
Create and build sentences
using these words, having
different coloured cards with
the various parts of sentences.
Once creating these
sentences, verbally read them
out.

The classroom
teacher is again the
main method of
delivery for these
strategies, the
development of
which would be
supported by the
speech pathologist.

With the issue of

speech the
assistance of the
other children is
invaluable. It is
through these
experience that he
will learn most
effectively. It is

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relevant event
Speaking and listening,
Level A

Phonological awareness:
Activities which involve the
sounds of the letters.
Modelling to the student what
each sound the letter makes
and having the student repeat
this.

important for the

class teacher to
develop an
environment in the
classroom which
places emphasis on
these experiences.

Allow exposure to rich

language through story books,
circle time where each student
has the opportunity to orally
express something, storytelling
where the teacher or students
create their own stories and
tell them to the class or small
groups of children (Student
may have assistance with
writing this as well as
practicing what they would like
to share using correct
pronunciation and grammar).
Also dramatic play where
students can impromptu what
they will be saying, focusing on
practicing the oral language.
Shared reading
Conversations- having
conversations about particular
interests, using correct
grammar and language.
Incorporate Think-Pair-share
into classroom activities to
encourage rich oral discussion
between Adoni and his peer.
Activities/games involved with
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Any delivery notes

that havent already
been mentioned?

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repeating what someone else

has said. For example, the
children all sit in a circle and
the teacher starts off with
When I went to the shops I
bought some then the next
person repeats this and adds
on something else.
Morning Meeting
-Begin the day with 15-30
minutes of interactive time that
builds relationships of learners
and allows opportunities for
communication.
1. Greetings Encourage
students to greet each other by
name, shake hands, sing, clap
greetings.

2. Sharing Similar to show

and tell, allow students to
share activities and respond to
classmates questions.

3. Group Activity Everyone

participates in singing,
chanting, games, and so forth.

4. News and Announcements

The teacher writes a chart
with the date, the days
schedule, or some other news.
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Students follow along and

interact with the text as the
chart is composed, read aloud,
and shared.

2.
Effectively work
with others

1.
Personal learning:
They manage their feelings in
pursuit of goals and
demonstrate a positive attitude
towards their learning. Level
4 standards.

Interpersonal
learning:
Socially: Build a
positive
relationship with
at least one
other student

EDFD221 BALLARAT, 2014

students work in teams in

assigned roles, stay on task
and complete structured
activities within set
timeframes Level 2 standard,
working as a team

Learn to work in teams and

complete structured activities
within a set timeframe (select
teams and allocate roles and
responsibilities
differentiation)

Working together:
Learn to stay on task and
share resources fairly.
Reflect on the teams
challenges and successes and
their contribution to team
effectiveness as well as their
individual contribution to the
team.
Groups of pairs may be more
effective for Adoni.
Incorporate a Chill Out zone
in the classroom for Adoni
when he becomes
upset/annoyed/aggressive with
other students in the
classroom (particularly due to
his OM). This zone will benefit
all students in the classroom
not just Adoni.
Are the sentences that
start with learn from the
curriculum? Do they need
to be there?

Efforts can be
made by the
classroom
teacher to
include group
work across all
subject areas.
Whether this be
in English,
Mathematics, PE
etc.
The chill out zone
should be a
separate part of
the classroom
that is accessible
for all students
when needed It
should include
any necessary
items (stress
balls, relevant
picture books
about emotions
or relationships
etc).

Page 10 of 24

Parents may also

wish to create a
specific Chill Out
zone for A at
home as well (It
can be a quiet
place to reflect
after fighting with
siblings etc.). as
he learns to cope
effectivelywithhis
emotions.

Develop an
understanding of
positive
relationships

2.
Interpersonal
Learning:
students behave appropriately
in a range of social situations
They identify the feelings and
needs of other people
Level 2 standard , Building
social relationships

Making friends:
Reflect on personal qualities
which contribute to the
development and maintenance
of friendships.
Make positive statements
about each other Go around
the circle clockwise and ask
each student to say something
positive about the student on
their left.

Behaving appropriately:

Time should be
made in class to
incorporate
important
interpersonal
lessons for the
whole class. All
students will
benefit from the
lessons.

Develop and exhibit

appropriate behaviours for
maintaining positive social
relationships. For example,
rehearse ways of greeting
each other (saying hello,
shaking hands, waving etc).
Put students into pairs and
invite them to spend time with
their new friend, at the end
have them make thank you for
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being my friend cards for each

other.

Teaching of others
feelings:
Through reading, discussion
and roleplay recognize and
describe the feelings and
emotional responses of others
(roleplay a variety of situations,
have students identify the
meanings of different facial
expressions and body
language)
Begin to think in terms of other
people feelings and needs,
especially when resolving
conflict or dealing with bullying.
Make comparisons between
laughing at a funny experience
and laughing at someones
misfortune. Make a T chart
with column headings Its OK
to laugh and Its not OK to
laugh

3. Develop a sense
of cultural identity

1.
Language:
Understand the use of
vocabulary about familiar
and new topics and
experiment with and
begin to make conscious
choices of vocabulary to
suit audience and
purpose Speaking and
listening, Level 2.

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Inclusion of indigenous
language in classroom:
Learn relevant words in the
Adonis home language. Refer
to books, audiotapes,
colleagues, or family members
as necessary. Each week the
teacher can select a few words
from Adonis native language
for the entire class to learn.

This strategy can be

delivered by the
teacher or by an
Aboriginal
mentor/Elder on a
regular basis
(weekly) during
class sessions.
Efforts can be made
by the classroom

Page 12 of 24

Emotional:
Improve selfesteem

*Im not sure of which

curriculum area this
falls under? Perhaps
Civics and
Citizenship??*

These can be based on

themes such as common
names for things in the
classroom (chair, table),
animals or family names
(mother, father). This will not
only benefit the child to
develop a sense of cultural
identity that is inclusive and
allows belonging and
connectedness, it will also
benefit all other students by
learning elements of another
culture, especially one highly
relevant to Australias unique
history.
Participation in community
networks associated with
Aboriginal culture such as
visits to a local Aboriginal
center for greater information
and access for assessment
tasks on different cultures, art
or history.

teacher in
association with the
entire teaching
faculty about the
incorporation of a
visit to the local
Aboriginal centre.

Efforts can be made

by the classroom
teacher in
association with the
entire teaching
faculty about the
benefits and
organisation of AFL
visitors to the
school.

Involving the indigenous

community:
Involvement and engagement
of broader networks to
promote achievements from
the Indigenous community or
individuals to help remove
negative stigma associated
with Aboriginal people, for
EDFD221 BALLARAT, 2014

Page 13 of 24

example, Aboriginal people are

not as successful as all other
Australians (how the child may
be feeling). This can be
achieved through inviting AFL
football players from various
teams from different cultures
or backgrounds, with at least
one player being of Aboriginal
descent. As football is an
interest of the child, this player
can act as a role model and
model what success looks and
feels like if effort is made. This
will also help Adoni develop a
sense of pride in his culture.

Explicit anit-bullying
program:
Strong school norms endorsed
against bullying in any form,
especially any forms of
discrimination and racism. For
the child to develop a sense of
cultural identity, the school
must recognise and support
that childs culture and its
importance for Adonis sense
of belonging and feeling safe
in the school community. The
school must ensure their antbullying programs are
successful and are in place in
reference to The National Safe
School Framework.
EDFD221 BALLARAT, 2014

The school norms

associated with
ensuring childrens
safety in regards to
bullying should be a
whole school
approach. The
principal and
teaching staff have
a responsibility to
endorse the schools
ant-bullying policies
and ensuring all
students oblige by it
in and out side of
school grounds and
times.

Communication is
made between As
teacher and social
worker on the
implication of the
child to regularly
visit an Aboriginal
mentor during
school times once a
fortnight. The
principal approves
this strategy and
permission is

Page 14 of 24

Inviting the culture into

the classroom:
Access to culturally sensitive
support services such as
support or interactions with an
Indigenous mentor or Elder
from the local community. An
Indigenous mentor or Elder
can help store or re-store the
Adonis cultural identity and
provide him with guidance with
any cultural issues he may
face. The mentor or Elder may
even tutor Adoni on his native
culture. This mentor or Elder
may work closely with the
school implementing
Indigenous culture and studies
within the school or may even
be a visitor on a regular basis
to Adonis class assisting the
class and classroom teacher
learn common words of the
Aboriginal language.

granted by the
parents and A.

Efforts are made by

the classroom
teacher to ensure at
all time that the
classroom
structures and rules
are inclusive of
Aboriginal culture
and pedagogy.

Implementing culturally
inclusive pedagogy:
This may be something as
simple as to classroom rules.
When a generic rule in some
schools is I know your
listening to me if you are
EDFD221 BALLARAT, 2014

Collaboration
between the
principal and all
teaching faculty to

Page 15 of 24

looking at me, this is not true

in Aboriginal culture.
Classroom functions such as
rules must be inclusive and
sensitive as to how Aboriginal
students learn and behave in
their communities.

produce and
implement a unit of
study on aboriginal
culture and/or other
cultural units and
the idea of multicultural day.

Development of cultural
studies:
Inclusion of Indigenous and
other cultural studies and
perspectives in school
curricula. The inclusion of an
Indigenous unit will help
Adonis peers across the
school understand his culture,
beliefs and history as well as
promote a positive and safe
environment for his to develop
a sense of cultural identity with
pride. It will also help Adoni
and all children across the
school with inclusion of other
cultural studies see how other
communities may be similar or
different to their own and
promoting acceptance of
others differences. This
concept can be further
endorsed within the school
with the inclusion of cultural
days or multi-cultural days
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where a day is devoted to

learning and experiencing
another culture or cultures
such as the Aboriginal culture
in the local community.

Increase sense of
achievement

2.
Personal Learning:
students set short-term,
achievable goals in relation to
specific tasks
They comment on task
progress and achievements

Managing personal
learning, level 4.

Recognition of
achievement(s).
The use of behaviour
reflections to acknowledge an
accomplishment is a simple
but yet an effective way for
Adoni to realise and
acknowledge his own
achievements made on a daily
basis. To recognise all
students achievements, not
just Adonis, on a more public
basis, weekly or monthly
certificates can be awarded at
a public gathering, for
example, at the weekly school
assembly so the whole school
community can also recognise
and celebrate that students
great achievements. This may
help to promote selfcompetency and boost selfesteem.

Supporting Adoni to
achieve his goals.
EDFD221 BALLARAT, 2014

This first element of

this strategy is
implemented by the
classroom teacher
for A on a regular
basis. The second
element of this
strategy is a whole
school approach to
recognising and
celebrating
achievements on a
more public basis.

This strategy is
based on financial
support available to
fund the teachers
aid in terms if this is

Page 17 of 24

This can be achieved through

the addition of a teachers aid
or parent helper within the
classroom. The teachers aid
can support Adoni from a one
to one ratio, freeing the
classroom teacher to assist
other students, and the
teachers aid can provide extra
guidance to Adoni with his
specific learning needs, such
as helping understand tasks or
repeating instructions, to
ensure he reaches and
achieves his set goals.

Inclusion of strengthbased assessments.

This form of assessment
views situations realistically
and looks for opportunities to
complement and support
existing strengths and
capacities. This allows the
teacher to clearly identify what
Adoni has already achieved as
well as identifying any areas of
expertise (sports) and
preferred learning strategies or
techniques that he may use.
Using Adonis strengths for
further enhancement of
learning will help show the
EDFD221 BALLARAT, 2014

a possible strategy
and if so the
duration and length
of time spent in the
classroom with A.
To ensure the
teacher aid can help
A achieve to his full
potential it is the
teacher's
responsibility to
communicate
effectively with the
aid.

This strategy is
implemented by the
classroom teacher
on a regular basis
when necessary or
when possible.

Page 18 of 24

child what they are already

capable of; further developing
self-competency.

Develop Growth mindset:

Promote and develop growth
mindset to help Adonis
thinking from a fixed mindset
to one where he believes his
basic abilities can be further
developed through dedication
and hard work to achieve a
higher standard. This view of
oneself and ones learning,
creates a love of learning and
a resilience that is essential for
great accomplishment. Firstly
the teacher must distinguish
the two mindsets and the
benefits and disadvantages of
each and teach children how
to have growth mindsets
through various regular
activities. Activities that foster
growth mindsets will have
enormous effects on childrens
competency, self-confidence
and overall academic
outcomes.

Setting challenging work:

Providing challenging work
with high expectations for all
EDFD221 BALLARAT, 2014

This strategy is
implemented by the
classroom teacher
on a regular basis.

This strategy is
implemented by the
classroom teacher
always.

Page 19 of 24

students to achieve to their full

potential. This enables all
children, especially children
with poorer academic results
and learning difficulties a fair
go.

Acknowledging
differentiation:
Employing effective
differentiation in the classroom
in terms of differentiating pace,
activities, learning styles,
resources and outcomes.
Accommodating for a variety of
different levels students are at
will help all children, especially
the child, to accomplish the
same tasks and outcomes as
others but recognising that
everyone learns at different
rates and in different ways.

Use of ICT to target students

with particular difficulties.
Adoni struggles due to OM to
hear instructions and as a
result struggles to follow
instructions. To free the
teachers time up and allow
Adoni to build self-competency
through having ownership and
control of his own learning,
certain ICT programs can be
EDFD221 BALLARAT, 2014

This strategy is
implemented by the
classroom teacher
when necessary or
when possible.

This strategy is
implemented by the
classroom teacher
when necessary or
when possible.

Page 20 of 24

implemented for Adoni to hear

and repeat back instructions
from the teacher at any given
time. Adoni text to speech
program such as clicker would
be sufficient and effective for
this purpose. This would not
only benefit Adoni, but all class
peers who need instructions
repeated. The use of a
headset piece or ear phones
for this program may also help
Adoni to concentrate on his
work by wearing them to block
out unnecessary noise in the
background that may affect his
ability to concentrate.

Provide a range of ways

to learn information:

This strategy is
implemented by the
classroom teacher
when necessary or
when possible.

Adoni range of modalities for

learning new information
including tactile, visual and
kinesthetic not just verbal as
this has been shown to be
ineffective at times with his
condition (OM), will be
provided. Relying less on
verbal cues and modalities will
help Adoni to be more
independent from the teacher
as well as assist in achieving
outcomes.
EVALUATION KEY:
EDFD221 BALLARAT, 2014

1 = Little or No Progress

2 = Satisfactory Progress
Page 21 of 24

3 = Excellent Progress/Goal Achieved

Strategies:
Well-being and resilience
The strategies that work on Adonis speech are all concerned with his well-being, because by enhancing his ability to speck we are ensuring
that he can develop his social relationships. By doing so we are also ensuring that he can function properly in the rest of society.
Wellbeing and resilience:

Morning Meeting: By having a morning meeting each morning consisting of:

1. Greetings Encourage students to greet each other by name, shake hands, sing, clap greetings.
2. Sharing Similar to show and tell, allow students to share activities and respond to classmates questions.
3. Group Activity Everyone participates in singing, chanting, games, and so forth.
4. News and Announcements The teacher writes a chart with the date, the days schedule, or some other news. Students follow along and
interact with the text as the chart is composed, read aloud, and shared.
It encourages Adoni to participate in social interactions with all of his class members, as well as build relationships and opportunities for
communication. In terms of resilience, it encourages Adoni to be patient and flexible with his peers as well as vice versa with his peers. This
allows Adoni to improve on his social skills as well as develop new relationships and identify similarities of interests.

Allow exposure to rich language through story books, circle time where each student has the opportunity to orally express something,
storytelling where the teacher or students create their own stories and tell them to the class or small groups of children (Student may
have assistance with writing this as well as practicing what they would like to share using correct pronunciation and grammar). Also
dramatic play where students can impromptu what they will be saying, focusing on practicing the oral language.

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All of these activities provide the opportunity for Adoni to participate in listening and sharing of stories with his class members. This allows him
to improve his social skills. In terms of resilience it provides an opportunity to be flexible and go with the flow. He needs to be mindful of
others, as do the rest of his class need to be mindful of his condition and difficulty in hearing. There would be an emphasis placed on big
voices when sharing to the class.

Protective factors
Through offering Adoni strategies to the whole class as a method of working through there spelling words it does not single Adoni out as the
only one who isnt doing the same thing as the other students.
Protective factors:

Morning meeting: The morning meeting acts as a protective factor in the way that it allows for increased social interaction; as well it
provides Adoni with an overview of what is happening in the day. He can them refer to this throughout the day as he needs to remind
himself. Also when everyone is participating it is not putting Adoni in the spot light, he gets to participate without feeling as though he is
targeted.
Exposure to rich language activities: These activities similarly provide social interaction, as well as listening skills. Students can work in
groups which also protects the risk of being targeted or put under pressure.

Catering for Additional Needs

The concept of getting Adoni to embody the words through games and drama, appeals to the sporty and active person that Adoni is to better
engage him. By incorporating these types of strategies into his learning it is hope that Adoni will respond positively and therefore have a better
quality of learning experience.

Both of these activities provide opportunities for interaction with other students, as well as improve listening and speaking skills. The
morning meeting provides Adoni with structure as well as an opportunity to refer to the days activities outlined on the news board.

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