Step 1 Profile your student

Student Profile Template

Student________________ Multiple Intelligence Strengths

Teacher________________ Tick top 2 identifiable

Verbal Linguistic Interpersonal
Year Level______________
Logical/Mathematical Naturalist
Date__________________ Visual/Spatial Bodily /Kinaesthetic

Intrapersonal Musical/Rhythmic

Free download Gardner MI quiz: http://www.itcpublications.com/free_resources#templates

Free online VAK quiz: http://www.brainboxx.co.uk/a3_aspects/pages/vak_quest.htm
http://www.brainboxx.co.uk/a3_aspects/pages/vak_quest.htm
v
Preferred Learning Style Favourite Subject Areas Hobbies / Interests
Tick strongest
Visual

Auditory

Kinaesthetic

Areas of strength Areas of need

Adapted from –EMR Individual Learning Plan Guidelines 2010

For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Step 2 Identify areas of need from checklist
LEARNING NEEDS ANALYSIS CHECKLIST
Tick appropriate boxes that best describe your student
Self Esteem/ Confidence Behavioural Skills Social Skills

Lacks motivation Difficulty with attention Difficulty making and

and concentration maintaining friends.

Frequently agitated /and Impulsiveness Poor peer perceptions

or anxious
Inability to plan and
Overly dependent on organise Frequent absences
assistance with tasks due to seizures
Inappropriate attention
Attention seeking behaviour seeking behaviour Frequent absences
due to medical
Withdrawn and isolated appointments

Auditory Processing Skills Verbal Reasoning Skills

Memory problems Difficulty with problem solving tasks.

Difficulty with tasks that require logic

Poor concentration
and reasoning.
Inattentiveness Difficulty identifying relevant information in
text.
Reading / comprehension difficulties Struggles when required to analyse text.

Phonemic awareness /spelling problems

Difficulty with tasks that require critical
Difficulty remembering instructions
thinking.
Difficulty following instructions Reluctant to take risks with their thinking
and/ or opinions.
Visual Processing Skills Cognitive Function (thinking skills)

Difficulties remembering and recognising Slow response time

shapes and patterns
Difficulties recognising letters and Inability to plan and organise
numbers
In reading or writing may reverse, invert Difficulty beginning and staying on task
or twist letters around
In spelling adds, omits or doubles letters Impulsive behaviour

Poor sense of left right directions

Inappropriate attention seeking

Clumsiness
Withdrawn and isolated
Difficulties in recognising social cues
e.g. others facial expression Lacking energy and motivation

For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
 Step 3 Set appropriate long term & short term goals

Setting Goals
Annual Educational Goal (s)

1.________________________________ 2.____________________________

Choose a maximum of 2 areas of need as highlighted by Learning Needs Analysis

checklist
e.g. 1. Auditory Processing 2. Social Skills.

Add specific area of need for your student if it is not included in the checklist

Long Term Educational Goal (s)

1._______________________________ 2._______________________________

Choose one or two specific long term goal(s) which relate to each annual goal

e.g. 1. Improve spelling skills 2. Develop friendship skills

Short Term Educational Goal (s)

1a.__________________________ 2a._________________________________

Optional second goal optional second goal

1b.__________________________ 2b._________________________________

Choose one or two short term goals which link to each long term goal(s)
Ensure these goals are measurable and have a set time frame
e.g. Goal 1: learn how to look up words in dictionary
Goal 2: work cooperatively in small group for team achievement

Adapted from –EMR Individual Learning Plan Guidelines 2010

1.__________________________ 3._________________________________
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
2.__________________________
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 4._________________________________
2124 web www.epinet.org.au
08/12
Choose one or two short term goals which link to each long term goal(s)
Ensure these goals are measurable and have a set time frame
 Step 4 Brainstorm strategies

SOME POSSIBLE STRATEGIES TO SUPPORT A STUDENT’S SOCIAL AND EMOTIONAL WELLBEING

Self Esteem and Confidence Positive Social Skills Behavioural Skills

Create a classroom environment where Implement a Social Skills Program to teach Establish and reinforce classroom rules but be
differences are valued and put-downs are not appropriate social skills. fair.
tolerated.
Consider implementing a buddy-system or Provide constant positive reinforcement for
form of peer support into the classroom to appropriate behaviour. Ignore attention
Focus on student’s strengths and look for ways to assist student to form new friendships. seeking behaviour if possible.
promote success.
Choose a peer to work with student whom Provide student with many opportunities for
Plan self-esteem activities within the curriculum they are likely to be able to relate to social and academic success.
successfully, and whom will model appropriate
Look for authentic opportunities to encourage and social interaction for the student. Give student responsibilities within the
praise student. classroom
Include fun activities over the day, so student
Provide opportunities for students’ to share their has many opportunities to interact positively Hold student responsible for his/her actions
opinions and concerns regarding classroom and with peers. and impose natural consequences for actions
playground issues e.g. class meetings. as required
Zone in on student’s strength and give student
Be a positive role model in regard to mutual Always treat student with respect and talk in a
the responsibility of assisting a peer with a
respect, confidence and positivity. calm and objective manner at all times.
task in this area.

For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
 SOME POSSIBLE STRATEGIES TO SUPPORT A STUDENT’S LEARNING
Auditory Processing Skills Visual Processing Skills Verbal Reasoning Skills Cognitive Function
Ensure instructions for tasks are Provide verbal instructions for (Thinking skills)
Have student engage in age
given clearly, concisely and at an a task as well as modelling to
appropriate sequencing Assign student organisational
appropriate pace. student how to do it.
activities e.g. place pictures in responsibilities within the
the correct order or follow classroom and/ or wider school
Ensure eye contact when giving Provide student with problem community.
instructions to build an object.
student instructions, and have solving situations which
him/her repeat what you have said require logical thinking e.g. Where appropriate use rubrics
to ensure understanding. Jigsaw puzzles –simple self - with clearly stated criteria and
you see smoke coming out of
made puzzles and progressing
a neighbour’s house and no expectations for independent
Encourage student to clarify task to more complex. tasks.
one is home. What do you
expectations by asking questions. do?
Provide student with age Modify tasks as required so
Allow student to work with a peer, appropriate classifying student does not feel
Have student read a short
to help him/her to follow and activities starting with simple story without an ending and overwhelmed and can experience
understand verbal instructions. classifications and progressing success.
ask them to develop a logical
to the more complex.
ending for the story.
Scaffold learning by modelling a Allow flexibility in classroom
task rather than just explaining Reduce the amount of visual procedures e.g. allow extra time
Use cause-and-effect
what to do. stimuli and information on a for completion of task.
relationships e.g. discuss
worksheet for the student.
what led up to a specific
To develop reading skills use situation in a newspaper Negotiate with student a mutually
texts that are of high interest for Provide student with acceptable spot where he/she can
article or story and what could
student, and encourage student to opportunities to reproduce work free from distraction.
happen next, why that might
draw on personal experience to simple or complex designs
happen etc.
assist in comprehension. using a variety of concrete Allow natural consequences to
materials. occur as a result of student’s
Get student to develop a set
Use graphic organisers to help of rules for a given situation inability to organise materials or
student construct meaning from Tracing over the outline of behave appropriately.
and explain why the rules are
text and focus on specific pictures, and copying pictures
necessary e.g. Cooking
concepts contained in the text. can be a beneficial activity.
activity on school camp.

For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
 Step 5 Putting it all together

Developing and Implementing

Long Term Goal Short Term Goal Strategies Time Frame
e.g. Improve spelling e.g. Use dictionary e.g. Daily worksheet e.g. 3 weeks
correctly to assist with activities re-dictionary
spelling skills. entries.

Adapted from –EMR Individual Learning Plan Guidelines 2010

You should now have all the information you need to write an effective
Individual Learning Plan to support your student.

For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12