Presentation on theme: "Individualization Principles and Guidelines"— Presentation transcript:
1Individualization Principles and Guidelines Dr. Edilberto I. DizonIndividualization Principles and Guidelines
2INDIVIDUALIZATION The benchmark of special education It is a crucial component inSPED programs
3Principles of Individualization No two special learners can ever be the same; hence, helping them will differ/vary from child to child.
4Principles 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.
5Principles of Individualization Whatever type of placement can be an appropriate setting for individualization.
6Principles of Individualization Individualization may be implemented by regular teachers, SPED teachers, parents, and other professionals.
7Principles of Individualization To facilitate learning, significant people should collaborate in the implementation of the individualized educational program.
8Principles of Individualization Individualization should be planned and implemented in the child’s context/milieu.
10Individualized 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)
11Target Areas Psychomotor Psychosocial Cognitive Language-Communication Self-Help SkillsVocational
12Venues for Individualization Wherecan we individualize?
13Principles of IEP Preparation An IEP…is prepared BEFORE implementation.Translates diagnostic findings into educational termsUtilizes of programmed task analysis
14Principles of IEP Preparation Relies on the best judgment of the helperIs a developmental processPermits room for flexibility
15Principles of IEP Preparation Has a built-in provision of involvement of the family and other specialistsSpecifies teacher-initiated activitiesNecessitates evaluation of the child’s progress / gains
16Steps in Designing an IEP 1Review the psychoeducational assessment report
17Steps in Designing an IEP 2Identify andlist down priorities
18Steps in Designing an IEP 3Programthe priorities acrossdevelopmental areas
19Programming of Developmentally-Sequenced Priorities in the Different Areas FOURTHTHIRDSECONDFIRSTQTRPhysical Health/Gross MotorFine Motor& VocationalPsychosocialLanguage-CognitiveSelf-Help1. Increasing impulsecontrol.2. Observing classroutine.3. Following commandsrequiring mobility.(continuing)1. Increasing attendingskills.2. Performing visual-motortasks using didacticmaterials.1. Imitating positivebehaviors of peers.2. Extinguishing tactilestimulation.3. Extinguishing fixationon objects.1. Cueing needs verbally.2. Increasing vocabulary.3. Saying his name whenasked for it.4. Extinguishing echolalia.1. Eating at table untilcompletion of meal.2. Eating with spoon.3. Eating with fork.4. Eating with spoon &fork simultaneously.1. Imitating movements/rhythmic exercises.2. Performing gross-motorexercises.1. Minimizing tantrums.2. Extinguishing hittingothers when upset.3. Delaying needgratification.1. Increasing cognitive-readiness skills usingconcrete and figuralrepresentations.2. Using personalpronouns: I, me, mine.3. Using yes & noappropriately1. Putting on shoes.2. Removing clothesincluding unzipping andunbuttoning.3. Putting on clothesincluding zipping andbuttoning.1. Engaging in associativeplay.2. Using age-appropriateplay facilities.1. Performing practicaltasks requiring fine-motor skills.2. Performing paper-pencil tasks.1. Joining in schoolprograms.2. Requesting/Borrowing.3. Using simple politeexpressionsappropriately.1. Matching numbers withobject equivalent.2. Addressing morepeople.3. Answering who & whatquestions.1. Washing hands.2. Using hanky/towel fordrying or wiping hands,mouth and face.1. Engaging incooperative play.2. Discriminating andavoiding dangers.2. Observing age-appropriate rules.1. Distinguishingpermissible (positive)and non-permissible(negative) behaviors.1. Expressing self in shortsentences.2. Reporting simpleincidents.1. Combing hair.2. Brushing teeth.
20Steps in Designing an IEP Design the IEP4Terminal ObjectivesEnroute ObjectivesLessons/Activities/ProceduresDurationSpecial Provisions and ServicesEvaluation