Student Individual TEACHER RESOURCE

Learning Plan
The Individual Learning Plan template has
been developed as an adjunct to Learning
The impact of epilepsy
conversations about epilepsy: A parent’s
is variable – some
guide. This resource aims to educate both
EDUCATE ME students are greatly
parents and teachers about what the INCLUDE ME
affected while others
possible impacts of epilepsy may be and Learning
provide a practical way to start a learning
are not.
conversat
io
conversation. about epil ns
epsy
This resource can be accessed A parent an
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acher’s reso
urce

via
epilepsysmartschools.org.au or
telephone 1300 761 487.

Student name: Liam Year level: 3

Teacher: Jane SMmith

Step 1: Understanding your student

Hobbies/interests Favourite curriculum areas

Plays basketball for local club P.E

Keen interest in environment and native animals School Sustainability Program
Has a pet lizard called Stumpy

Classroom activities they enjoy Teaching strategies successful with student

Maths equations Mathletics for reinforcing number facts and tables

Maths games Modification of classroom tasks ensures Liam
Partner activities rather than working individually will engage with task and achieve success with
or in a small group. task.

List student’s successes Areas of strength

Year 3 Eco Leader Maths ( number and measurement )

Currently top of Tables Challenge Ladder

Student or parent concern (refer to Learning conversations about epilepsy)

Liam's mother concerned with his reading progress. She finds it very difficult to get him to practise his
reading at home as he is usually very tired after his day at school. Liam says reading is boring and he
doesn't like writing stories at school as he usually cant think of anything to write. He does enjoy doing
'lightening writing ' as topics are fun and only has to write for 1-2 minutes.
Many factors play a critical
role in learning. This
checklist highlights only
some of the skills a student
with epilepsy may have
difficulty with.
Some students with Fact sheets on
epilepsy will have learning the possible learning
difficulties in more than one area. impacts of epilepsy and
If there are overlapping areas intervention strategies
identified, teachers should select can be accessed via
one or two areas as the focus. epilepsysmartschools.org.au

Step 2: Learning needs analysis checklist

Use this checklist to identify areas of concern and establish long term goals for student.
Cognitive skills (thinking skills) Auditory processing skills
memory problems poor concentration
slow response time reading/comprehension difficulties
inability to plan and organise phonetic (sound) awareness/spelling problems
difficulty beginning and staying on task difficulty remembering instructions
can become easily frustrated when completing tasks difficulty following instructions
Visual processing skills Logic and reasoning skills
difficulties remembering and recognising shapes and difficulty with problem solving tasks
patterns difficulty with recognising and making connections
difficulties recognising letters and numbers between information and/or data
reversing or inverting numbers or letters difficulties when required to analyse text
issues with spelling and writing difficulties with tasks that require critical thinking
poor sense of left/right directions reluctant to take risks with their thinking and/or
clumsiness opinions
difficulties in recognising social cues e.g. others’
facial expression
Self esteem/confidence Behavioural skills Social skills
appears anxious and/or withdrawn impulsivity and/or hyperactivity difficulty forming and
reluctant to participate in new irritability and/or aggression maintaining friendships
activities mood swings withdrawn and isolated
overly dependent on assistance inappropriate attention seeking poor peer perceptions
with tasks
lacking energy and motivation
Epilepsy specific concerns
absences due to seizures/medical appointments co-existing health conditions e.g. mental health
medication side effects (list concerns)
tiredness/fatigue Liam can at times be quite teary and just responds
that he is feeling sad when asked what is wrong or
says that he misses his Mum.

Step 3: Identify long term goals

Long term goals describe what is to be achieved annually or over an extended period.
Goal 1: Improve reading and comprehension skills
Goal 2: Improve spelling
Step 4: Student Individual Learning Plan
Short term goals should be reviewed at minimum every 6–10 weeks.
Short term goals
What do we want the student to
accomplish to achieve identified
long term goals?
Improve skills when reading in
* identifying main idea in text
* Finding details in text
* Making predictions in text
Long term goal 1
Read and retell main events from
Level 16 text in correct sequence
Learn to spell an identified list of
two syllable words with regular
spelling patterns.
Long term goal 2
Begin to expand vocabulary
when writing and learn to use as
dictionary and spell-check to edit
writing
Student signature Parent signature
Date plan implemented:
Teachers can access this ILP as a
interactive pdf on our website. An example
of a completed ILP is also available.
Review date:
Entry skills Teaching and learning strategies Goal outcome Progress
What skills does the student What are we going to do to What is the measurable outcome rating
already have in regard to this build on existing skills to achieve to indicate the student has achieved
short term goal? this short term goal? the goal?
CARS and STARS Book A When Liam is reading text either CARS and STARS Book A
Main Idea 40% Individually or in small group Main Idea 60%
Finding detail 20% focus on title,illustrations prior to Finding detail 30%
Making predictions 40% beginning reading to predict what Making predictions 60%
text is about.
PM reading Level 16 Liam is able to read fluently at
80% accurracy - found it Encourage Liam to share his Level 18
difficult, little comprehension prior knowledge on text content
before, during and after reading.
TORCH reading TORCH Reading
Scale Score 35.5 Model and use the 3-Level Scale Score 39.8
Percentile 29% Guide strategy to assist Liam to Percentile 43%
Stanine 4 identify literal facts in a text. Stanine 5
SWST ( Spelling test) Word list with 30 common two SWST
Raw Score 14 syllable words which have Raw score 19
Spelling age 6.08 regular spelling patterns. On a Spelling age 7.10
weekly basis allow him to
highlight minimum of 5 words
for daily spelling activities. Liam can look up words
When looking up a word can find independently in a dictionary if
the correct alphabetical section Turtle Diary computer game to he knows the first three letters of
for the particular word in the reinforce alphabetical order to word
dictionary assist in
Liam more confident writing
Use THRASS chart to assist independently using THRASS
spelling words when writing chart as a tool for spelling
Teacher signature Overall assessment of progress towards goals
1. Got it 2. Getting there 3. More help needed

The information contained in this publication
provides general information about epilepsy.
It does not provide specific advice. Specific
health and medical advice should always be
obtained from a qualified health professional.
The images in this publication show models
who do not necessarily have an epilepsy
diagnosis and are for illustrative purposes only.
The Epilepsy Smart Schools Practical Guide
and supporting resources provides information
on how a school can embed inclusive, safe
and educationally sound practices for students
with epilepsy and in so doing become
‘epilepsy smart’. The guide and supporting
resources which can be accessed via
www.epilepsysmartschools.org.au
The contents of this publication including all
text, graphics, logos and images are protected
by Australian copyright laws. Copyright of
the Epilepsy Foundation’s materials belongs
to the Epilepsy Foundation. Other than for
the purposes of and subject to the conditions
prescribed under the Copyright Act 1968, no
part of this publication may, in any form or by
any means, be reproduced, stored in a retrieved
system or transmitted without the prior written
permission of the Epilepsy Foundation.
Reference
1. Department of Education and Training:
Teacher Support Resources Individual
Learning Plans http://www.education.vic.
gov.au/school/teachers/support/pages/
lspmod32curric2.aspx (accessed 11/05/16)
2. Department of Education and Training:
Student Support Guidelines 2015: http://
www.education.vic.gov.au/school/
teachers/teaching resources/diversity/
pages/handbook.aspx (accessed 11/05/16)
Special thanks to Dr Silvana Micallef,
Snr Clinical Neuropsychologist, Austin Health,
for her help in compiling this publication.
© Epilepsy Foundation, January 2017
Epilepsy Foundation
587 Canterbury Road,
Surrey Hills, VIC 3127, Australia
Telephone: (03) 8809 0600
Epilepsy Infoline 1300 761 487