Learning Adjustment Plan (LAP) – Semester 2/ 2023

STUDENT DETAILS
Name:
Teacher: Teresa Education Support Coordinator: Relinca s

Parent Expectations:
For to:
• Feel like he belongs and is a valued member of the class.
• To keep up with the academic learning of Year 3.
• To try his best and use his God given talents to the best of his ability.
• Understand that we are all here to help him.

Strength, Skills & Interests for Learning:

• Good memory for topics that interest him.
• Loves socialising with other students, especially during imaginative play.
• Highly interested in animals.
• Responds well to hands-on learning experiences.
• Good sense of humour.
• Strong recall of facts connected to pictures and Science.
• Loves practical and outdoor experiences.
Educational Priorities & Reasons for Support:
was diagnosed in 2021 with Developmental Language Disorder (DLD) with moderate functional impact.
He is currently working at curriculum standards for English and Mathematics. However, he requires consistent classroom support to:

• Understand instructions and begin tasks.

• Read and decipher information presented in tasks.
• Encode his understandings into written form in all subject areas.
 • Maintain focus on given tasks for a brief period of time.

Diagnosis:
DLD – Moderate Functional Impact

LEARNING NEEDS CLASSROOM/TEACHING ADJUSTMENTS REVIEW/COMMENTS

Learning Environment • Sit nearer to the front of the classroom to minimise distractions.
will be supported by a positive • Teacher to frequently visit desk to provide support
learning environment, so that he will • Tasks divided into steps, giving one step at a time.
demonstrate greater independence • Visual aids/timetable on the board to sequence tasks.
and autonomy over his learning. • Allow time for to think about his answer before responding.
• EA (Educational Assistants) provided into the classroom for Literacy and
Math to provide support at a tier 2 level.
Literacy • Reduce length of written response and allow for oral response to be given
For literacy will learn to expand when appropriate.
a simple sentence using adjectives • Support with prompting to help with extending his writing to be more
with prompts from the teacher/EA descriptive.
using words such as “who,” “what,” • will have access to a thesaurus/dictionary and encouraged to use this
“when,” “where” and “why.” resource to help him to expand his vocabulary and use synonyms in his
writing.
will also learn to expand his • will be reminded to use colourful semantics to help build his
vocabulary with the use of synonyms. sentences in writing.
• Receive Education Assistant support for Sounds Write program
Reading and Comprehension • Regular reading in-class with particular focus on comprehension.
reading and comprehension • will be asked simple comprehension questions to ensure that he
will be supported and extended grasps the content he is reading.
through regular practice. • Blank Level Questions – Level 2, 3 and 4

Semantic Knowledge • Activities that assist in understanding the relationships between

Development of Semantic Knowledge words
so that can understand • Dictionary work
conversations, instructions, and • Synonyms & Antonyms
directions • Categorisation of words
• Descriptive words such as adjectives and verbs
Expressive (output of language) and • Provide clear instructions with good structure and scaffolding.
Receptive Language (input of • Make and maintain eye-contact when giving instructions, or at least ensure
language) skills that is listening and watching.
• Where possible, provide a visual task sequence, which has pictures to show
To develop expressive and receptive each of the steps needed to complete the activity, or provide simple written
language skills so that can grow instructions.
in comprehension. • Where needed, model (act out) and talk through the steps before you get them
to do the task.
To encourage expressive language, • Avoid using complex language; keep instructions simple!
especially in asking for help in
• Repeat instructions if necessary.
understanding tasks.
• Provide one step at a time, waiting for the child to complete each step
before you give the next instruction.
• Encourage to ask for clarification if he does not understand or if he
forgets instructions.

Phonics has completed :

will participate in the Sounds- Focusing on: Units 14 /u/ sound, <u ou o> spelling
Write (Linguistic Phonics Program) unit 15 <ou> spelling, /ow/ /u/
5x per week for 20minutes to extend Unit 14 /u/ sound, <u ou o> spellings m/oo/n sounds
and develop his phonetic knowledge. Unit 15 <ou> spelling, /ow/ /u/ m/oo/n sounds
unit 16 /s/ sound, <s ss st c ce se sc>
spelling
He will be taken out of class for 1:1
intervention Unit 17 <s> spelling, /s/ /z/ sounds
Unit 18 /l/ sound, <l ll al el il le ol>
Skills: spellings
Segment: to spell words containing Working on Unit 19 /or/ sound, <or
the target sound aw a ar au al>
Blend: to read words containing the Term 4
target sound has completed:
Manipulate alternatives sounds in and Unit 19 /or/ sound, <or aw a ar au al>
out of words Unit 20 /air/ <air are ear ere eir ayer
ayor>
Unit 21 /ue/ <ue ew u u-e>
Mathematics • Divide tasks into manageable chunks.
For Mathematics will be • Assist with reading of written instructions when necessary.
provided with scaffolding where • Use a structured and multisensory approach to teaching math concepts
necessary to help him access • Provide hands-on activities.
curriculum goals. • will be provided with manipulatives wherever possible to support his
learning.
• will receive support where necessary to ensure appropriate
scaffolding is being implemented.