INDIVIDUALIZATION AND THE IEP ( INDIVIDUALIZED ED

UCATION PLAN)
 OBJECTIVES

The student should be able to:

a.recognize and discuss the importance of
individualization in special education;
b.express and expound the use of individualized
education program/ plan in teaching children
special needs; and
c. program developmentally – sequenced priorities
and formulate terminal and enroute objectives as
part of IEP designing.
INDIVIDUALIZATION:
Principles and Guidelines
�The benchmark of special education

�A crucial component in SPED

programs
 PRINCIPLES OF INDIVIDUALIZATION
❖ No two special learners can ever be the same; hence, helping them will differ/vary
from
child to child.
❖ The modification of specific school variables (e.g. placement, curriculum,
instruction, support system, physical structure, etc.) for the child is based
on assessment findings.

❖ Whatever type of placement can be an appropriate setting for individualization.

❖ Individualization may be implemented by regular teachers, SPED teachers,

parents, and other professionals.

❖ To facilitate learning, significant people should collaborate in the implementation of

the

individualized education program.

❖ Individualization should be planned and implemented in the child’s
 DESIGNING THE IEP
(Philippine Setting)

The
Plan)IEP (Individualized Education Program/
• A systematic, purposive, and
developmental educational programming
of curricular and instructional priorities
and contents designed to meet a
child’s special needs and aimed at
ensuring mastery of learning of target
skills and behaviors (Dizon, 1999)
TARGET AREAS:
1. Psychomotor
2. Psychosocial
3. Cognitive
4. Language – Communication
5. Self – Help Skills
6. Vocational
 
VENUES for INDIVIDUALIZATION: Where can we individualize?
�
Whatever type of placement can be an appropriate setting for
individualization
PRINCIPLES IN DESIGNING THE IEP
1. An IEP is prepared before implementation.

2. It translates diagnostic findings into educational terms.

3. It utilizes programmed task analysis.

4. IEP designing relies on the best judgment of the helper/ practitioner.

5. Designing an IEP is a developmental process.
6. It permits room for flexibility.
7. IEP preparation has a built-in provision of involvement of the family and other specialists.
8. It specifies teacher-initiated activities.
9. It necessitates evaluation of the child’s progress / gains.
STEP S IN DESIGNING AN IEP

A.Review the psychoeducational assessment

report
B.Identify and list down priorities
C.Program the priorities across developmental
areas
Programming
of
Developmental
ly-Sequenced
Priorities
(PDSP) in the
Different
Areas
 
Design the IEP Parts:
•
Terminal Objectives
•
Enroute Objectives
•
Lessons/Activities/Procedures
•
Duration
•
Special Provisions and
Services
•
Instructional Evaluation
 COMPONENTS OF THE IEP
REMEMBER: The IEP must be understood even by the least prepared teacher.
A. PRIORITY – derived from the PDSP
B. TERMIN AL OBJECTIVE – the RESULT objective
C. ENROUTE OBJECTIVE – the PROCESS objective
D. LESSONS
E. ACTIVITIES
F. PROCEDURES
NOTE: plan developmentally – appropriate tasks
G. DURATION – time allotment for every activity
H. SPECIAL PROVISIONS AND SERVICES – provisions for generalization and
mastery
I. INSTRUCTIONAL EVALUATION – setting the success criteria
SETTIN G PRIORITIES AND FORMULATING OBJECTIVES

An assessment will determine:

✔
Skills the child can do independently
✔
Skills the child can do with adaptation or assistance
✔
Skills the child cannot do
Based on the gathered data, set the:
✔
EDUC ATIONAL PRIORITIES Then, formulate the:
✔
TERMIN AL OBJECTIVE
o
REMEMBER: Terminal objectives are long – term objectives that can
be accomplished within a quarter.
o
Example: At the end of the quarter, Miguel should be able to set the table
for himself without assistance or prodding for four consecutive meals.
Length of time for learning
At the end of the quarter,
For whom
Miguel should be able to set
Behavior to be learned the table for himself
without assistance or
Conditions for measurement prodding for four consecutive
meals.
Criterion for mastery
After formulating the terminal objective,
✔ MAKE THE ENROUTE OBJEC TIVES
o REMEMBER: Enroute objectives are short-term objectives or STEPS
in order to achieve your terminal objective.
o Enroute objectives should be developmentally sequenced.
o Enroute objectives have no fixed number, but depends on the difficulty of
the terminal objective.
o Enroute objectives should be child-centred and not teacher-centred.
o Be guided by: SMART - ER
▪ Specific
▪ Measurable
▪ Attainable
▪ Realistic
▪ Time – bound
▪ Enjoyable
▪ Relaxing
The secret formula: To + “friendly verb” + skill/ concept + (qualifier)
Examples of “friendly verbs”:
• point to
• complete
• say
• color
• identify
• name
• etc.
Avoid “unfriendly verbs”
Examples of “unfriendly verbs”:
• develop
• understand
• discern
• etc.
 EXAMPLE of ENROUTE OBJECTIVES:
1.To name the primary colors correctly
2.To recite the letters of the alphabet in correct sequence
3.To participate in small group activities actively
 
REMEMBER:
1. Use “friendly verbs”.
2. Use the secret formula: To + “friendly verb” + skill/ concept +
(qualifier)
3. Always be: C – SMARTER (Child–centred – SMARTER)
HOW CAN IEPs BE IMPLEMENTD IN THE
GENERAL EDUCATION SETTINGS?

1. Involve teachers in the IEP process.

2. Align the IEP to the General Education
Curriculum .
3. Differentiate Instruction to address IEP
goals.
4. Establish an IEP implementation plan .
NEXT MODULE. . . . . .
PSYCHOEDUCATIONAL

ASSESSMENT
 OBJECTIVES

The student should be able to:

A. define and give the importance of
psychoeducational assessment as part of
special education;
B.discuss the principles of psycho educational
assessment; and
C.list and describe the different tools and strategies
used in psychoeducational assessment.
 PSYCHOEDUCATIONAL ASSESSMEN T

� is a systematic process of data-gathering about a

child utilizing varied tools and strategies for decision
making pertaining to the child’s interventions
 
� Suspected children with special needs are assessed to
enable us to:
o Identify exceptionality
o Determine appropriate placement
o Design a curricular program
o Improve services
o Pursue research undertakings
 PRINCIPLES OF PSYCHOEDUCATIONAL
ASSESSMEN

1. Early identification facilitates early intervention

2. Multifactored model of assessment
3. Concept of variability
4. Assessment as a scientific approximation
5. Concept of symptomology in relation to
psychoeducational assessment
6. Multidisciplinary and transdisciplinary concepts
7. Criterion-referenced and Norm-referenced
measures
8. Appropriateness and validity of tools
9. Focus on processes more than just the
outcomes
10.Confidential and developmental assessment
TOOLS AND STRATEGIES
1. Interviews
2. Observations
3. FRICS
-
forms
-
records
-
inventories
-
checklists
-
scales
4. Teacher-made Tests
5. Standardized Tests
6. Reports
7. Portfolio Assessment
8. Informal Skills Survey
Curriculum Goals
• Describe what the students will study during the school year,
including the overall curriculum plans and goals.

• Include a detailed, colorful syllabus for parents to take home.

• Suggest ways that parents can help their child learn, such as
reading together for 20 minutes a day.

• Use more than one slide to cover this information.