MADHURAM NARAYANAN CENTRE FOR EXCEPTIONAL CHILDREN · UPANAYAN Aþto Lead Along Aÿ (Structured,...
Transcript of MADHURAM NARAYANAN CENTRE FOR EXCEPTIONAL CHILDREN · UPANAYAN Aþto Lead Along Aÿ (Structured,...
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MADHURAM NARAYANAN CENTRE
FOR EXCEPTIONAL CHILDREN - A UNIT OF BALA MANDIR KAMARAJ TRUST
Individualized Education Programme
In
Group Setting
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Diagnostic criteria:
A. Deficits in intellectual functioning
B. Deficits in adaptive behaviour,
C. Onset during developmental period
Intellectual Disability
Source: DSM-5
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An Intelligent Quotient (IQ) test score of 70 or below indicates a limitation in
intellectual functioning (with reference to AAIDD definition).
A person with an IQ 20 is different from a
person with an IQ 70, in the functional level.
Similarly, under Mild category, a person with an IQ 55 is different from a person with an IQ 67, in the functional level.
Criterion A — Intellectual functioning
Level of Retardation IQ RANGE
Stanford-Binet and Cattell Tests Wechsler Scales
Mild 52 – 67 55 – 69
Moderate 36 – 51 40 – 54
Severe 20 – 35 25 – 39
Profound 0 - 19 0 - 24
Source: MDPS
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Source: Adapted from Mental Retardation: Definition, Classification and Systems of supports, 10th
ed. (Washington, DC: American Association on Mental Retardation, 2002), p. 152.
Needs of Persons with Intellectual Disability vary on the level of support required by them.
Classification based on Support Needed
Intermittent “as needed basis”
Limited consistent support; time required may be limited
Extensive regular involvement; not limited by time
Pervasive constant support of high-intensity
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It varies in accordance with a person’s age, physical growth and mental development.
Criterion B — Adaptive Bahaviour
Conceptual Social Practical
• language and literacy • money • time • number concepts • self-direction
• interpersonal skills • self-esteem • ability to follow rules • obey laws • avoid being victimized
• activities of daily living • occupational skills • transportation • safety • use of money • use of the telephone
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Growth, development and need of children varies in accordance
with their age.
– Birth to 6 years Birth to 2 years
2 to 4 years
4 to 6 years
– 6 to 12 years – 12 to 18 years
A person in age group birth to 6 years is different from
a person in age group 12 to 18 years, in the functional level.
A child in age group birth to 2 years is different from
a child in age group 4 to 6 years, in the functional level.
Criterion C — Onset – before the age of 18.
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IDD – Its Associated Conditions
Characteristics and limitation of various associated conditions also impact the learning process of the child.
Down Syndrome Cerebral Palsy
Autism + Vision
Impairment
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Heterogeneous Group
Low Intelligence – only Common indicator Variations in,
IQ
Adaptive Behaviour
Age
Severity of the condition
Associated Conditions
demands, a need for a Programme plan that, suits the
individual need and characteristics of each child.
Why IEP?
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IEP PROCESS
FLOWCHART Source: MDPS
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Step - 3
EVALUATION
INTER-
DISCIPLINARY
TEAM
Step - 2
SETTING
GOALS AND
OBJECTIVES
Step – 1 BEHAVIOURAL
ASSESSMENT
as needed
annual
Milestone
events
Tools /
Instrument
Person
responsible
Where,
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Step - I
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A
S
S
E
S
M
E
N
T
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Step I - Assessment
Done by Special Educator in consultation with Parent to –
Identify the strengths and areas of needs in child,
Arriving at a Base Line of Performance
Skills that child exhibits (already learnt) and,
Current level of functioning in adaptive behaviour, for
Evolving a Comprehensive and Integrated IEP
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UPANAYAN “to Lead Along”
(Structured, Indigenously Evolved, Easy to Use, Early
Intervention Programme)
Developed to fulfill the “felt need” for an Intervention Programme in the
Age group:
Birth to Two Years, and Two+ to Six Years.
Step I – Assessment Assessment Tool – “UPANAYAN”
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“Upanayan” Early Intervention Package
Age Group - Birth to Two Years
• A Check List of Skills 250 , with 50 in each of the 5 Development Areas:
– Motor – Language – Cognition – Self Help – Socialization
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• Age Group – Two+ to Six years
A Check List of Skills 600 , with 50 in each of the
12 Domains:
“Upanayan” Early Intervention Package
Communication Social Relationships Functional Academics:
Reading and writing
Meal time activities Community Use Functional Academics:
Arithmetic
Personal daily living Self Direction Leisure
Home Living Health and safety Work
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Upanayan
Programme Package
• Check List of Skills • A Set of Activity Cards – Sample illustrated lesson plans with photographs to guide
the users.
• Formats - Child Particulars form, Assessment Profile, Individualized
Programme Plan forms, Consolidated Progress sheet and
Evaluation form.
• Documentation using a Software named “Upaneeta”
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Behavioural Profile
Graphical and Numerical
representation of Assessment
Step I – Assessment Documentation
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Behavioural Profile – Birth to 2 years
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Behavioural Profile – 2 to 6 years
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Step - II
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Setting Priority Goals and Objectives that are
Age appropriate and
Need based
It is the plan of action which would help the child with
special needs reach his goal in his IEP.
Step II
SETTING GOALS AND OBJECTIVES
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Behavioural Objective
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It is a statement for the expected behaviour in specific terms.
It should contain a clearly stated verb that describes a definite action or behaviour .
The objectives must be stated in terms which are observable and measurable.
Behavioural Objective
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Behavioural Objective
OBSERVABLE NON OBSERVABLE
To draw To know
To point to To understand
To crawl To feel
To walk To learn
To imitate To be aware
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Behavioural Objective
Condition Person to
be
trained
Behaviour Level of
Performance
Deadline
It is the
circumstanc
es under
which your
student will
perform the
behaviour
”The student”
They are
actions that
are
observable
and
measurable
It is the
expected
level of
accuracy
time
taken by
the
student
to learn
the skill
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Domain – Functional Academics - Writing Skill – 5. Scribbles, grasping pencil with thumb and two fingers
(circular, horizontal and vertical motion).
Behavioural Objective – Sample 1
Condition Person to
be trained
Behaviour Level of
Performance
Deadline
When
given a
pencil,
notebook
and asked,
Ram, will scribble,
grasping
pencil with
thumb and
two fingers,
8 out of 10
times,
within 3
months.
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Domain – Personal daily living Skill – 33. Cleans self after using toilet with water from tap/
hose pipe
Behavioural Objective – Sample 2
Condition Person to
be
trained
Behaviour Level of
Performance
Deadline
In daily
routine,
Ram, will cleans self
after using
toilet with
water from
tap/ hose pipe,
10 out of 10
times,
within 3
months.
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Domain – Health and Safety Skill – 19. Avoids playing with harmful items like matches,
knives, etc, even if they are within reach.
Behavioural Objective – Sample 3
Condition Person to
be trained
Behaviour Level of
Performance
Deadline
In daily
routine,
Ram, will avoid
playing with
harmful items
even if they
are within
reach,
10 out of 10
times,
within 3
months.
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Behavioural Objective
PRACTICAL EXERCISE
AND
GROUP PRESENTATION
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Step - III
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• Is done at the end of every quarter by making the child perform the skill.
• It is based on – whether the child performs the skill,
as taught,
in the way it is to be performed,
in the given circumstances ,
with consistency .
Step III - Evaluation
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• Determines the effectiveness of the Programme Plan.
Baseline
Goals and Objectives
Teaching Learning Materials
Teaching Strategies
Lesson Plan
Time Frame
• New goals set upon achieving the skills during evaluation.
Step III - Evaluation
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• Refers to persons who show an interest in the person with Intellectual Disability
• The team consists of persons representing various, – Professions, – Disciplines and – Services
Inter disciplinary team members
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• Special Educator • Psychologist • Developmental Pediatrician and other Medical
Specialists
• Physio Therapist • Occupational Therapist • Speech Therapist • Yoga Therapist • Physical Educator • Nutritionist • Parent
Inter disciplinary team members
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Co-ordination by Special Educator with
Inter disciplinary team members
Therapy Plan is based on –
Assessment – by Therapist in Coordination with the Special
Educator and assisted by the Parent
Recording – Therapeutic Inputs and Progress based on the
Level of Support needed by Child for Performing the Activity.
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IMPLEMENTATION OF IEP
IN
CLASSROOM SETTING
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IEP in Group Setting
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IEP in Group Setting Characteristics
• It is a heterogeneous and a homogenous group.
• Involves one special educator and one parent as a helper teacher (Ratio 1:5)
• Skill training will be carried out according to the current level of each child in a group setting.
• For example, when teaching the writing skill in a group setting, one child’s IEP will have the level of scribbling, another may be tracing, yet another’s may be drawing oblique lines.
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IEP in Group Setting Benefits
• Provides opportunity for the child to perform the skills in a structured group environment.
• Insists on task completion.
• Enables assistance through peer modeling, peer support and peer appreciation.
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IEP in Group Setting Strategies
NORMALIZATION CONSIDERATIONS
Age Appropriateness
Appearance
Avoidance of stereo typed judgements on child
Cultural Background
Non-handicapped Peers
Peer Interest
ENVIRONMENTAL CONSIDERTIONS
Community Resources
Economy
Geographic Area
Learning Area
Safety Hazards
INSTRUCTIONAL CONSIDERATIONS Alternative Activities Change in Activities Consistency Imitation Individualized Instruction
INSTRUCTIONAL PROGRAMMING
Task Analysis
Model Demonstration
Peer Tutoring
Physical Prompting
Role play
Practice
Music
Nutritious Reward
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IEP in Group Setting Strategies (Cont..)
CLASSROOM BEHAVIOUR MANAGEMENT
Activity Substitution
Appropriate Assistance
Correction
Ignoring Behaviour
Responsibility
Time -out.
Reinforcement
Carry over agent
Immediate Feed back
TEACHING MATERIALS
Assistive Devices
Diversity
Familiarity
Relevancy
Variety
TEACHER BEHAVIOUR
Communication
Control
Co-operation
Enthusiasm
Expression of Affection
Flexibility
Humour
Modelling
Prompting
Shaping
Fading
Source: NIMH Manual for Special Educators
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Objectives:
Develop Co-operative and
Socially accepted
behaviour
Steps involved:
Select the learning outcome
Plan the learning
experiences
Assign roles based individual’s baseline
Provide training for
3months
Collate product of
collective efforts
Outcome:
Group effort Achievement across all
domains
Implementation of
a PROJECT
using IEP
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Sample
Group Teaching Video
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Individualized Education Programme (IEP)
Is a Result-Oriented Management System.
Effective method of Intervention.
Systematic and Structured Programme Plan.
Provides quantitative record of results obtained.
Helps in evaluating the benefits of the Programme.
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Individualized Education Programme (IEP)
In Group Setting
A well planned time table is essential for the success of the Individualized Programme Plan in a group set up.
Grouping children based on the range of activities to be trained will enhance effective implementation of IEP in group
set up.
Children though in the same group setting yet will learn individually the skills based on their current levels of
performance.
It facilitates child to perform in a group set up, thereby create an effective transition for his/her inclusion into society.
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Facilitates
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THANK YOU