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PLANNING MATRIX
Communication
Characteristics
(Highlighted area
demonstrates my
development in
focus area 1.1)

Implications
Focus area: 1.2

Anna Campano: Auditory Processing disorder

Social Interactions
Reading
Sensory Processing

- Hearing impairment (auditory

processing disorder).
- Lip reading

- Hearing impairment
(auditory processing
disorder).
- Lip reading.
- Shy finds it difficult to
make new friends and
interact with new and
unfamiliar surroundings
due to sound localisation.
- Anna thrives when
working in pairs.
- Enjoys extra curricular
activities such as piano
and netball.

- Hearing impairment
(auditory processing
disorder).
- Difficulty with processing
high frequency sounds
e.g. th, sh.
- Needs assistance with
reading and sounding out
words (cannot read
alone).

- Hearing impairment
(auditory processing
disorder).
- Lip reading to
understand.

- Background noise is a
problem.
- Finds it difficult to locate
where a sound is coming from.
- The teacher needs to position
him or herself in a way that
allows Anna to see who is
talking and what is being said.
- Teacher needs to ensure that
classroom noise is kept to a
minimum when instructions are
being explained.
- Anna is reluctant to clarify
information being said at the
risk of not being able to hear,

- The hearing aspect of

social interactions can be
a barrier due to her lack of
confidence when
interacting with other
students.
- Hesitant to participate in
classroom discussions
(e.g. putting her hand up).
- Although Anna responds
well when working in
pairs, she is often found to
not be an equal
contributor when group
sizes are of three or more.

- Fragmented speech.
Often difficult to
understand/communicate.
- Loud noises (e.g.
classroom background
noises) become a problem
during reading.
- Reading one-to-one.
- Low reading
comprehension.

- Encounters difficulty
when required to follow
instructions due to her
auditory processing
disorder.
- Noise is kept to a
minimum, and
movement is also kept
to a minimum when
communicating.

Information
Processing and
Learning Styles
- Hearing impairment
(auditory processing
disorder).
- Lip reading.
- Visual learner.
- Difficulty receiving
and remembering
verbal cues.
- Visual learner

- Poor attention due to

the distractions that
classroom noise can
often present.
Background noises
present challenges in
terms of Anna being
able to hear classroom
instructions etc.
- Anna can become
stressed and/or
anxious when asked to
listen and respond to
questions and/or
instructions.
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and needing to ask to repeat
information.
- Anna does not communicate
concerns she may have with
getting homework done, or
completing aspects of tasks
she doesnt understand, and
instead asks to go to the toilet
or leave the room for a drink to
remove herself from
uncomfortable situations.
Strategies
- Implementing a sound field
amplification system in the
(Highlighted
classroom. Kennedy (2013)
identifies my
states that this system will not
development in
only amplify sound for Anna,
focus area 1.5, 1.6) but the technology will assist in
improving the clarity and the
quality of the sounds that Anna
will hear. Furthermore,
benefits will include improved
student performance, better
communication skills and an
increase in participation.
- Ensuring teacher and
students maintain eye contact
when speaking to Anna.
- Writing instructions on the
whiteboard for Anna to visually
see and interpret.

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- Poor memory due to
auditory processing
disorder affecting her
ability to comprehend
and follow instructions.
- Her hearing
impairment results in
average language
skills.

- Implementing a sound
field amplification system
in the classroom.
- Ensure that all student
speakers during floor time
are using the microphone
from the sound field
amplification system.
- Classroom teacher can
ensure that substitute
teachers and specialist
teachers know and
understand the strategies
used to communicate with
Anna.
- Using the strategy of
think, pair, share in the
classroom. This strategy
involves thinking
individually, pairing with
another student to discuss
one anothers ideas, and
the sharing requires each
pair to share their ideas to
the class (Koralek &

- Implementing a sound
field amplification system
in the classroom.
- A variety of visuals
around the classroom that
match words with the
picture.
- Using interactive
resources such as
educational CDs (e.g.
read-along books) and
websites. As Anna enjoys
extra curricular activities
such as piano, she is able
to appreciate and produce
(through the instrument of
a piano) rhythm, pitch and
also has the ability to
express herself through
her music (Woolfolk &
Margetts, 2013, pg. 174).
Anna could work with
some online resources
and CDs that will not only
incorporate music and

- Implementing a
sound field
amplification system in
the classroom.
- Getting fellow
classmates to learn to
face Anna directly
when communicating
with her, so Anna is
able to fully
concentrate on what is
being said.
- Limit noise levels and
movements when
communicating in the
classroom and around
the school.
- Auditory Training
Program. This
program (provided by
the Listen and Learn
Centre), incorporates
everyday auditory
sounds, and
manipulates them to

- Implementing a
sound field
amplification system in
the classroom.
- Ensure that all
speakers during floor
time are using the
microphone from the
sound field
amplification system.
- Visual aids.
- Auditory Training
Program (provided by
the Listen and Learn
Centre).

Ashley Marshall S00154321 & Daniela Granata S00142392

Collins, n.d.).
- Familiarising students
with what auditory
processing disorder is and
how we can ensure Anna
is included in all
classroom learning and
activities.

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sounds, but will assist her
with reading along with the
text, and being able to
match letters with sounds.
- Cued articulation
strategies and associating
word sounds with hand
signals/movements. By
using cued articulation
strategies, Anna will be
able to not only practice
verbal communication, but
will also be able to
represent the sound in a
visual manner through
hand movements (Balfe,
n.d.).

Tutor: Stewart Robinson Tutorial: Wed 8:00am

suit the individuals
needs. The program
will also help improve
Annas neural
pathways to the
auditory cortex of the
brain (The Listen and
Learn Centre, 2014).

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INDIVIDUAL LEARNING PLAN

I.L.P. 5 / 12

(No. Of ILPs in current year / Total number ILPs)

Review Date: June 11th 2015

Date Devised: May 11th 2015
Student: Anna Campano
Year Level: 2
D.O.B. 19/03/2008
Program Support Group Members consulted in devising this plan:
Class Teacher: Ms Susan Dremmel
Parents: Mr Andrew and Stacey Campano
Principal Rep (PSG Chair): Ms Joanne Gray
Consultants to the PSG: Dr Steven Fry (from the Listen and Learn Centre, Balwyn)
Additional Reports: N/A
Entry Skills (What the student has achieved)
Communication:
- 70% of the time, Anna ensures she raises her hand when she is confident that her answer is correct.

Age: 7 years 3 months

Social Interactions:
- Anna has a close group of friends in which she feels comfortable around.
- Anna is a kind and conscientious classmate
Reading:
- Anna enjoys choral reading of picture storybooks using the pictures as visual cues to prompt her along with the text.
- Anna is confident in using cued articulation when sounding out unfamiliar words.
- Anna responds well to the reading strategy echo reading to assist with her fluency, expression and confidence, although refuses to use her finger
as a pointer and method of keeping track of which word she is at, often causing her to mix up words and lose concentration.
- Information Processing and Learning Styles:
- Anna responds positively to lessons that incorporate some form of repetitive song (e.g. a times table song), as the repetitive nature allows her to
become familiar and confident with the concept she is learning in a fun way.
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Challenges (Areas for Improvement)

Communication:
- Anna lacks the ability to follow instructions that are explained during floor time and often distracts peers when asking to repeat instructions that
were previously explained. (ACELY1666)
Social Interactions:
- Anna is often reserved in classroom activities and seen to be working with the same group of peers and is hesitant to expand her group of friends.
(ACELY1788)
- Anna is often shy she finds it difficult to make new friends and interact with unfamiliar surroundings due to sound localisation.
- Although Anna responds well when working in pairs, she is often found to not contribute equally to group activities, and discussions when placed
in a group of three or more students. (ACELY1788) (ACELT1589)
Reading:
- Anna struggles to read and remember how to spell high frequency words e.g. to, from, one, and have. (ACELA1778)
- Through observation of Annas reading it is evident that she lacks understanding between the relationships of sounds and letters. (ACELA1474)
- Anna needs to use her pointer finger as a guider to assist her when reading.
- Anna requires further depth of knowledge about the concepts of print; she has not grasped the difference between a comma, full stop and
exclamation mark, and as a result does not stop to use any of them when reading. (ACELA1450)
- Anna displays low reading comprehension. (ACELY1670)
Sensory Processing:
- Anna relies heavily on the use of lip-reading to comprehend speech, which can sometimes cause difficulties when the speaker is not directly
looking at Anna.
- Anna does not like being at the centre of attention, and often sits to the side of the class when lessons are being introduced. Anna needs to
ensure she sits close to the classroom teacher/specialist teachers, to assist in concentration and lip reading.
- With the introduction of a sound field amplification system in the classroom Anna often removes her hearing aid, as she is self-conscious
about her special need.
Information Processing and Learning Styles:
- Anna can become stressed and/or anxious when asked to respond to a question during class. (ACELY1656)
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INDIVIDUAL LEARNING PLAN

STUDENT NAME: Anna Campano
AUSVELS LINK

Communica (ACELY1666)
tion:

Goals
(WHAT)
In two weeks time, Anna will
ensure that she maintains
eye contact with the teacher
at least 70% of the time when
engaged
in
classroom
instructions.
Before returning to her desk,
Anna will ensure she clarifies
instructions with her teacher
at least 70% of the time she
is unsure.

Social
(ACELY1788)
Interactions
:
(ACELT1589)

In three weeks time Anna will

attempt to equally contribute
to group discussions 70% of
the time bringing forth two
ideas she has individually
thought of before proceeding
to share them with a small
group or the class.

Tutor: Stewart Robinson Tutorial: Wed 8:00am

Strategies to support full participation of
students with disability. (Focus area 1.6)

Strategies/Methods
(HOW)
Implement a token reinforcement system
in which Anna will receive one token
against her name when she demonstrates
the ability to independently meet the
communication goals. Once Anna has
gained 10 tokens against her name she
will be rewarded with five minutes of free
time listening to her IPod whilst eating her
lunch. Woolfolk & Margetts (2013) signify
that a token reinforcement system works
well in a classroom because it motivates
and encourages students to continue
working on their academic progress.
(pp.237)

Implementation of the strategy Think-pairshare. It is an informal activity that gives

Anna the opportunity to demonstrate her
individual thinking with others. This will be
beneficial to Anna as she works best in
partners and can be used in crosscurricula areas such as mathematics, and
science. When in pairs, Anna will discuss

Devised: 11/05/2015
Mode of Assessment
(How we will assess it)
Recording
the
number of times
Anna
clarifies
instructions with the
classroom teacher/
specialist
teacher
and the types of
questions she is
asking.
Marking
Annas
completed work to
see
if
she
understood the task,
e.g.
a
maths
formula, or using a
full stop at the end
of each sentence if
students
are
learning about full
stops.
Assessment through
observation of Anna
interacting
and
listening
to
her
contributions to the
pair/ and the group,
and
writing
anecdotal
notes
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In conjunction with the above
goal, Anna will strive to work
with a new group of students
each week.

Reading:

(ACELA1778)
(ACELA1474)
(ACELA1450)
(ACELY1670)

In two weeks time during

echo and shared reading,
Anna will ensure that she
uses her pointer fingers to
follow along with the printed
text,
and
pause
at
punctuation marks such as
commas and full stops 70%
of the time.
In three weeks time Anna will
use each section of the
comprehension strategy textto-text
(TTT),
text-to-self
(TTS)
and
text-to-world
(TTW) once to make explicit
connections between what
she is reading, and familiar
elements of her world, to
assist her in comprehension
of the text.

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two of her ideas with the other students to

create further discussion points. Reading
Rocket (n/d) further emphasised the
benefits of the strategy think-pair-share' by
expressing that it is a collaborative
learning strategy which students work
together to solve a problem or an
answer it teaches students to share
ideas with classmates and builds oral
communication skills.
Modelled reading (read alouds): Teacher
demonstrates the appropriate use of full
stops and commas emphasising the need
for pauses and breaks when reading. Flint,
Kitson, Lowe, & Shaw (2011) further
expresses that the purpose of read alouds
are to offer students the opportunity to
hear fluent reading and punctuation marks
to signify intonation. (Flint et al, 2011 pp.
292)

about
the
information
she
provides
when
sharing in the whole
class discussion.

Making
anecdotal
notes
whilst
listening to Anna
echo read the text
back. Does she
recognise the full
stop, or comma and
use
them
appropriately?
Is
Anna using her
pointer finger to
assist
her
in
Implementing the comprehension strategy following along with
TTT, TTS, TTW will assist Anna in making the printed text?
connections between the text and her
world. Flint et al, (2011) further
emphasises that the text to text, text to Retellings of the
self and text to world assist in making story: After using
meaningful connections when reading. the
inferential
(p.116)
comprehension
strategy TTT, TTS
and TTW, get Anna
to retell sections of
the story to gain an
understanding
of
Annas
level
of
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comprehension.

Sensory
Processing:

In two weeks time, Anna

needs
to
independently
position herself in the front
row during floor time within
two minutes of returning to
the classroom at least 85% of
the time, so she is in close
proximity to lip read and listen
to the teacher.
Within one week Anna will
ensure she is wearing her
hearing aid 90% of the time
without prompting from the
classroom teacher or selfhesitation.

Information
Processing
and
Learning
Styles:

(ACELY1656)

In two weeks time, Anna will

ensure that she takes her
time and uses visual aids
positioned
around
the
classroom at least 50% of
time
when
answering
questions, and participating in
class discussions.
Such
visual aids will include:
sentence starters, number
charts and visual posters.

The immediate implementation of the

sound field amplification system in the
classroom with speakers strategically
placed around the classroom. Phil
Foreman (2011) expresses the benefits of
a sound field amplification system in the
classroom as it can help overcome poor
acoustic environments and support
students communication and academic
development sound field amplification
systems effectively increases the volume
of the teachers voice for learners... (p.
285) Therefore Anna needs to ensure she
keeps her hearing aid in at all times.

Ensuring Anna has

her hearing aid in at
all times through
visual observation.

Visual aids: ensure effective classroom

displays are situated around the room and
are updated to relate to the topics being
taught at that particular time. Visual Aids
for
Learning
(2014)
express
the
importance of having posters, images and
diagrams around the room as visuals (or
pictures) are a great tool for seeing and
understanding. Visual aids allow children
the time they need to process what they
are being asked to do

Observe Anna using

the
classroom
displays to help her
with her learning
and record which
displays she uses
more.

Checking in once
daily to see if the
volume is at an
appropriate
level
that Anna can work
with.

Marking
Annas
work to see how she
has used the visual
aides to assist her
with her learning.

Evaluation:
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Our decisions to include certain goals/ strategies over others in our ILP were based around Annas needs at the time of her fifth ILP
meeting for the year, and her having auditory processing disorder. We decided to focus heavily on the strategy of the sound field
amplification system rather then implementing a program where students become accustomed to sign language signals, as it was a
quick alternative that assisted in blocking out distracting background noises, assisting Anna to gain concentration in the classroom
and be apart of an inclusive environment. We decided to use the echo reading strategy rather than a shared reading strategy as it
was a one-on-one rather than a whole class read, that allowed Anna to specifically hear how the teacher modelled the reading,
rather than a shared reading lesson where Anna may become distracted by background noises of her peers, and potentially miss
how the teacher modelled the text.

Word Count (excluding in-text citations): 2492

References
Autism Spectrum Australia. (2014). Positive Partnerships. Planning Matrix. Retrieved from
http://www.positivepartnerships.com.au/planning-matrix
Balfe, F. (n.d.). Classroom Activities to Teach Children about Sounds. Retrieved from
http://www.soundsforliteracy.com.au/documents/FBClassroomActivities.pdf on May 17th 2015.
Kennedy, G. (2013, July 4). Soundfield Systems in Schools [Web log post]. Retrieved from
http://www.spectronics.com.au/blog/tools-and-resources/soundfield-systems-in-schools/ on May 17th 2015

Koralek, D., & Collins, R. (n.d.). Tutoring Strategies from the Primary Grades. Retrieved from
http://www.readingrockets.org/article/tutoring-strategies-primary-grades on May 17th 2015
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Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013 or 2014). Literacy in Australia: Pedagogies for engagement. Milton, Qld: John Wiley
& Sons Australia Ltd
Foreman, P. (2011). Inclusion in Action. (3rd ed.). South Melbourne, Vic: Cengage Learning

Learning Environment Online (LEO). (2015). Blank ILP Pro Forma. Retrieved from
http://leo.acu.edu.au/course/view.php?id=15330&section=2

The Listen and Learn Centre. (2014). Auditory Training Program. Retrieved from http://listenandlearn.com.au/auditory-trainingprogram/ on May 17th 2015.

Woolfolk, A. E., & Margetts, K. (2013). Educational Psychology. (3rd Australian ed.). Frenchs Forest, NSW: Pearson Education
Australia.
Victorian Curriculum and Assessment Authority. (2014). English. Curriculum, Retrieved from
http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10
Visual Aids for Learning. (2014). Why use visual aids for learning? Retrieved from http://www.visualaidsforlearning.com on May 20th
2015

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