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 IEP1
Review the psychoeducational assessment report

17. Steps in Designing an IEP2
Identify and
list down priorities

18. Steps in Designing an IEP3
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