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Individualization Principles and Guidelines Dr. Edilberto I. Dizon.

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Presentation on theme: "Individualization Principles and Guidelines Dr. Edilberto I. Dizon."— Presentation transcript:

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2 Individualization Principles and Guidelines Dr. Edilberto I. Dizon

3 I NDIVIDUALIZATION u The benchmark of special education u It is a crucial component in SPED programs

4 No two special learners can ever be the same; hence, helping them will differ/vary from child to child. P rinciples of I ndividualization

5 The modification of specific school variables (e.g. placement, curriculum, instruction, support system, physical structure, etc.) for the child based on assessment findings. P rinciples of I ndividualization

6 Whatever type of placement can be an appropriate setting for individualization. P rinciples of I ndividualization

7 Individualization may be implemented by regular teachers, SPED teachers, parents, and other professionals. P rinciples of I ndividualization

8 To facilitate learning, significant people should collaborate in the implementation of the individualized educational program. P rinciples of I ndividualization

9 Individualization should be planned and implemented in the child’s context/milieu. P rinciples of I ndividualization

10 Designing the

11 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) I ndividualized E ducational P lan

12 Psychomotor Psychosocial Cognitive Language-Communication Self-Help Skills T arget A reas Vocational

13 Where can we individualize? V enues for I ndividualization

14 An IEP… is prepared BEFORE implementation. Translates diagnostic findings into educational terms Utilizes of programmed task analysis P rinciples of IEP P reparation

15 Relies on the best judgment of the helper Is a developmental process Permits room for flexibility P rinciples of IEP P reparation

16 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 P rinciples of IEP P reparation

17 Review the psychoeducational assessment report Steps in D esigning an IEP

18 Identify and list down priorities Steps in D esigning an IEP

19 Program the priorities across developmental areas Steps in D esigning an IEP

20 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. (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)

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

22 Components of an IEP Components

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

24 PriorityPriority Derived from the PDSP

25 Terminal Objective the RESULT objective

26 Enroute Objective the PROCESS objective

27 LessonsActivitiesProceduresLessonsActivitiesProcedures planning developmentally- appropriate tasks

28 DurationDuration time allotment for each activity

29 provisions for generalization & mastery Special Provisions & Services

30 setting the success criteria Instructional Evaluation


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