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Individualization Principles and Guidelines

Dr. Edilberto I. Dizon. Individualization Principles and Guidelines. I NDIVIDUALIZATION. The benchmark of special education. It is a crucial component in SPED programs. P rinciples of I ndividualization.

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Individualization Principles and Guidelines

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  1. Dr. Edilberto I. Dizon IndividualizationPrinciples and Guidelines

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

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

  4. Principles ofIndividualization • 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 ofIndividualization • Whatever type of placement can be an appropriate setting for individualization.

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

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

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

  9. Designing the I.E.P.

  10. IndividualizedEducationalPlan • 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 forIndividualization Where can we individualize?

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

  14. PrinciplesofIEPPreparation • Relies on the best judgment of the helper • Is a developmental process • Permits room for flexibility

  15. PrinciplesofIEPPreparation • 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. Stepsin Designing an IEP 1 Review the psychoeducational assessment report

  17. Stepsin Designing an IEP 2 Identify and list down priorities

  18. Stepsin Designing an IEP 3 Program the priorities across developmental areas

  19. Physical Health/ Gross Motor Fine Motor & Vocational Psychosocial Language- Cognitive Self-Help QTR 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) FIRST 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. Imitating movements/ rhythmic exercises. 2. Performing gross-motor exercises. (continuing) SECOND 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 associative play. 2. Using age-appropriate play facilities. (continuing) 1. Performing practical tasks requiring fine- motor skills. 2. Performing paper- pencil tasks. (continuing) THIRD 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) FOURTH Programming of Developmentally-Sequenced Priorities in the Different Areas

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

  23. Priority Derived from the PDSP

  24. Terminal Objective the RESULT objective

  25. Enroute Objective the PROCESS objective

  26. Lessons Activities Procedures planning developmentally-appropriate tasks

  27. Duration time allotment for each activity

  28. Special Provisions & Services provisions for generalization & mastery

  29. Instructional Evaluation setting the success criteria

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