Breanna Moore

St. Anne Primary School

Term 1 - Individual Learning Plan (ILP)

Student: Bonnie Clyde

Grade: 1/2H

Teacher: Miss Honey

Age: 6

AusVELS Level: 1

Date: 20/03/13

Student Profile:

Evidence of 1.1
These sections of the ILP demonstrate my understanding of the
characteristics which impact this students ability to learn. It shows my
awareness of this childs physical, social and intellectual development
and acknowledgment of these in order to implement differentiated
learning to meet their individual needs and preferences for learning.

Bonnie is a six year old grade 1 student with Spastic Cerebral Palsy. As a result of her
physical disability Bonnie has restricted use of her limbs, effecting her fine motor
development. Muscle tightness in her face also restricts her oral language (Cerebral Palsy
Alliance, n.d). Due to her condition Bonnie has difficulty handwriting, perfecting oral sounds
and most forms of physical activity and therefore finds herself 12 months behind the expected
standard for her year level in these areas. Difficulties socialising with peers has negatively
affected her confidence and self-esteem.
Bonnie enjoys working with technology, listening to music and sit skiing. She is a respectful,
persistent student who excels in mathematics.
Entry Skills:
Strengths
- Persistent
- Respectful
- Compassionate
- Mathematics
- Use of Technology

Weaknesses
- Restricted movement of
Limbs
- Literacy
- Physical Activity (Limited
physical movement)
- Low Social skills
- Negative Self-perception
- Low Self-esteem

Interests
- Listening to Music
- Sit Skiing
- Technological Devices
- Playing Computer Games

1|Page

Breanna Moore
Planning Matrix:

Characteristics

Impact on self

Impact on others

Teaching
Strategies

Evidence of 1.1
This section of the ILPs planning matrix again highlights my ability to
recognise a childs characteristics which can impact multiple facets of
their developmental needs.

Motor Skills
Flexion in knees,
elbows, wrists and
fingers, most
persistent in wrists.
Difficulty:
Handwriting
Manipulating
objects
Moving from one
position to another
Walking and
running
Sitting on the floor
Students and
teachers will have
to adapt when
gathering during
whole class tasks as
all other students
sitting on the floor
is not inclusive.
Ensuring the layout
of furniture within
the classroom
allows Bonnie to
move around easily
During whole class
tasks, all children
sit on chairs as
opposed to the
floor.

Oral Language
Muscle tightness in
facial muscles and
tongue.
Slurred speech
sounds
Imprecise and
slow oral
language.
Reduced
phonological
awareness due to
inability to
produce sounds
Students and
teachers must
show patience
when Bonnie
speaks to others,
in small and
whole class
groups.
Ensure to have a
5 minute one on
one conversation
with Bonnie each
day.
Inclusion of
songs across
curriculum topics
to assist
pronunciation of
words.

Self-perception
Low selfperception, Low
self-esteem,
Low confidence
Hesitant towards
trying new things.
Self put downs.

Social
Withdrawn and
reluctant to interact
with peers
Struggles to make
relationships with
peers.
Has difficult
contributing to
group tasks.

Teachers must be
conscious of
methods of
discipline.

Students must
learn to accept
and respect
differences.

Strongly
encourage
students to give
positive praise and
feedback within
the classroom (e.g.
after presentations,
within group work
etc.)
Ensuring to take
the extra time to
praise and
positively
encourage Bonnie
within the
classroom.

Setting more
group tasks with
varied group
members.
Encourage Bonnie
to participate in
organised lunch
time activities
(e.g. school choir,
book club)

Evidence of 1.5 & 1.6

This section of the ILPs planning matrix demonstrates my ability to implement differentiated learning
through devising a set of teaching strategies specific to the interests, needs and preferred learning styles
of the child, who in this instance has a disability, so that they may reach their fullest potential.

2|Page