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Individualization Principles and Guidelines

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Presentation on theme: "Individualization Principles and Guidelines"— Presentation transcript:

1 Individualization Principles and Guidelines
Dr. Edilberto I. Dizon Individualization Principles and Guidelines

2 INDIVIDUALIZATION The benchmark of special education
It is a crucial component in SPED programs

3 Principles of Individualization
No two special learners can ever be the same; hence, helping them will differ/vary from child to child.

4 Principles of Individualization
The modification of specific school variables (e.g. placement, curriculum, instruction, support system, physical structure, etc.) for the child based on assessment findings.

5 Principles of Individualization
Whatever type of placement can be an appropriate setting for individualization.

6 Principles of Individualization
Individualization may be implemented by regular teachers, SPED teachers, parents, and other professionals.

7 Principles of Individualization
To facilitate learning, significant people should collaborate in the implementation of the individualized educational program.

8 Principles of Individualization
Individualization should be planned and implemented in the child’s context/milieu.

9 Designing the I.E.P.

10 Individualized Educational Plan
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)

11 Target Areas Psychomotor Psychosocial Cognitive Language-Communication
Self-Help Skills Vocational

12 Venues for Individualization
Where can we individualize?

13 Principles of IEP Preparation
An IEP… is prepared BEFORE implementation. Translates diagnostic findings into educational terms Utilizes of programmed task analysis

14 Principles of IEP Preparation
Relies on the best judgment of the helper Is a developmental process Permits room for flexibility

15 Principles of IEP Preparation
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

16 Steps in Designing an IEP
1 Review the psychoeducational assessment report

17 Steps in Designing an IEP
2 Identify and list down priorities

18 Steps in Designing an IEP
3 Program the priorities across developmental areas

19 Programming of Developmentally-Sequenced Priorities in the Different Areas
FOURTH THIRD SECOND FIRST QTR Physical Health/ Gross Motor Fine Motor & Vocational Psychosocial Language- 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. 1. Imitating positive behaviors of peers. 2. Extinguishing tactile stimulation. 3. Extinguishing fixation on objects. 1. Cueing needs verbally. 2. Increasing vocabulary. 3. Saying his name when asked for it. 4. Extinguishing echolalia. 1. Eating at table until completion of meal. 2. Eating with spoon. 3. Eating with fork. 4. Eating with spoon & fork simultaneously. 1. Imitating movements/ rhythmic exercises. 2. Performing gross-motor exercises. 1. Minimizing tantrums. 2. Extinguishing hitting others when upset. 3. Delaying need gratification. 1. Increasing cognitive- readiness skills using concrete and figural representations. 2. Using personal pronouns: I, me, mine. 3. Using yes & no appropriately 1. Putting on shoes. 2. Removing clothes including unzipping and unbuttoning. 3. Putting on clothes including zipping and buttoning. 1. Engaging in associative play. 2. Using age-appropriate play facilities. 1. Performing practical tasks requiring fine- motor skills. 2. Performing paper- pencil tasks. 1. Joining in school programs. 2. Requesting/Borrowing. 3. Using simple polite expressions appropriately. 1. Matching numbers with object equivalent. 2. Addressing more people. 3. Answering who & what questions. 1. Washing hands. 2. Using hanky/towel for drying or wiping hands, mouth and face. 1. Engaging in cooperative play. 2. Discriminating and avoiding dangers. 2. Observing age- appropriate rules. 1. Distinguishing permissible (positive) and non-permissible (negative) behaviors. 1. Expressing self in short sentences. 2. Reporting simple incidents. 1. Combing hair. 2. Brushing teeth.

20 Steps in Designing an IEP
Design the IEP 4 Terminal Objectives Enroute Objectives Lessons/Activities/Procedures Duration Special Provisions and Services Evaluation

21 Components of an IEP

22 Remember..! The IEP must be understood by the least-prepared teacher

23 Priority Derived from the PDSP

24 Terminal Objective the RESULT objective

25 Enroute Objective the PROCESS objective

26 planning developmentally-appropriate tasks
Lessons Activities Procedures planning developmentally-appropriate tasks

27 time allotment for each activity
Duration time allotment for each activity

28 generalization & mastery
Special Provisions & Services provisions for generalization & mastery

29 setting the success criteria
Instructional Evaluation setting the success criteria

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