Individualization Principles and Guidelines
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Transcript of Individualization Principles and Guidelines
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IndividualizationPrinciples and Guidelines
Dr. Edilberto I. Dizon
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INDIVIDUALIZATION
The benchmark of special education
It is a crucial component in SPED programs
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• No two special learners can ever be the same; hence, helping them will differ/vary from child to child.
Principles of Individualization
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• The modification of specific school variables (e.g. placement, curriculum, instruction, support system, physical structure, etc.) for the child based on assessment findings.
Principles of Individualization
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• Whatever type of placement can be an appropriate setting for individualization.
Principles of Individualization
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• Individualization may be implemented by regular teachers, SPED teachers, parents, and other professionals.
Principles of Individualization
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• To facilitate learning, significant people should collaborate in the implementation of the individualized educational program.
Principles of Individualization
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• Individualization should be planned and implemented in the child’s context/milieu.
Principles of Individualization
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Designing the
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• 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)
Individualized Educational
Plan
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• Psychomotor
• Psychosocial
• Cognitive
• Language-Communication
• Self-Help Skills
Target Areas
• Vocational
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Where can we individualize?
Venues for
Individualization
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An IEP… • is prepared BEFORE implementation.
• Translates diagnostic findings into educational terms
• Utilizes of programmed task analysis
Principles of IEP
Preparation
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• Relies on the best judgment of the helper
• Is a developmental process
• Permits room for flexibility
Principles of IEP
Preparation
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• Has a built-in provision of involvement of the family and other specialists
• Specifies teacher-initiated activities
• Necessitates evaluation of the child’s progress / gains
Principles of IEP
Preparation
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Review the psychoeducational assessment report
Steps in Designing an IEP
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Identify and list down priorities
Steps in Designing an IEP
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Program the priorities across developmental areas
Steps in Designing an IEP
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Programming of Developmentally-Sequenced Priorities in the Different Areas
FO
UR
TH
TH
IRD
SE
CO
ND
FIR
ST
QT
R Physical Health/Gross Motor
Fine Motor & Vocational
PsychosocialLanguage-Cognitive
Self-Help
1. Increasing impulse control.2. Observing class routine.3. Following commands requiring mobility.
(continuing)
1. Increasing attending skills.2. Performing visual-
motor tasks using didactic materials.
(continuing)
1. Imitating positive behaviors of peers.2. Extinguishing tactile stimulation.3. Extinguishing fixation on objects.
(continuing)
1. Cueing needs verbally.2. Increasing vocabulary.3. Saying his name when asked for it.4. Extinguishing echolalia.
(continuing)
1. Eating at table until completion of meal.2. Eating with spoon.3. Eating with fork.4. Eating with spoon & fork simultaneously.
(continuing)
1. Imitating movements/ rhythmic exercises.2. Performing gross-motor exercises.
(continuing)
1. Increasing attending skills.2. Performing visual-
motor tasks using didactic materials.
(continuing)
1. Minimizing tantrums.2. Extinguishing hitting others when upset.3. Delaying need gratification.
(continuing)
1. Increasing cognitive- readiness skills using concrete and figural representations.2. Using personal pronouns: I, me, mine.3. Using yes & no appropriately
(continuing)
1. Putting on shoes.2. Removing clothes including unzipping and unbuttoning.3. Putting on clothes including zipping and buttoning.
(continuing)
1. Engaging in associative play.2. Using age-appropriate play facilities.
(continuing)
1. Performing practical tasks requiring fine- motor skills.2. Performing paper- pencil tasks.
(continuing)
1. Joining in school programs.2. Requesting/Borrowing.3. Using simple polite expressions appropriately.
(continuing)
1. Matching numbers with object equivalent.2. Addressing more people.3. Answering who & what questions.
(continuing)
1. Washing hands.2. Using hanky/towel for drying or wiping hands, mouth and face.
(continuing)
1. Engaging in cooperative play.2. Discriminating and avoiding dangers.
(continuing)
1. Performing practical tasks requiring fine- motor skills.2. Observing age- appropriate rules.
(continuing)
1. Distinguishing permissible (positive) and non-permissible (negative) behaviors.2. Observing age- appropriate rules.
(continuing)
1. Expressing self in short sentences.2. Reporting simple incidents.
(continuing)
1. Combing hair.2. Brushing teeth.
(continuing)
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Design the IEP• Terminal Objectives• Enroute Objectives• Lessons/Activities/Procedures• Duration • Special Provisions and Services• Evaluation
Steps in Designing an IEP
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ComponentComponents s
of an IEPof an IEP
ComponentComponents s
of an IEPof an IEP
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Remember..!Remember..!Remember..!Remember..!The IEP must be The IEP must be understood by the understood by the least-prepared teacherleast-prepared teacher
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PriorityPriorityPriorityPriority
Derived from the PDSPDerived from the PDSP
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Terminal Terminal ObjectiveObjectiveTerminal Terminal ObjectiveObjective
the RESULT objectivethe RESULT objective
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Enroute Enroute ObjectiveObjectiveEnroute Enroute
ObjectiveObjective
the PROCESS objectivethe PROCESS objective
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LessonsLessonsActivitiesActivities
ProceduresProcedures
LessonsLessonsActivitiesActivities
ProceduresProceduresplanning developmentally-planning developmentally-
appropriate tasksappropriate tasks
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DurationDurationDurationDuration
time allotment for each time allotment for each activityactivity
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provisions for provisions for generalization & masterygeneralization & mastery
Special Special Provisions & Provisions &
ServicesServices
Special Special Provisions & Provisions &
ServicesServices
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setting the success criteriasetting the success criteria
Instructional Instructional EvaluationEvaluation
Instructional Instructional EvaluationEvaluation