Iep Sample

INDIVIDUALISED EDUCATIONAL PLAN (IEP)
Name of Learner:_____GUITERING, CALE LARRY CUREG___

Date of Birth: _____________________08/30/2017______________Age: 6
LRN :________101634220002__________
IEP for the Period: _2nd Quarter________________
Learning Area:____Fine-Motor Skills__________
Terminal Objective: ___Cale will be able to demonstrate age-appropriate fine motor skills.
ENROUTE LESSONS/ACTIVITIES/PROCEDURES DURATION INSTRUCTIONAL

OBJECTIVES EVALUATION
Dressing Frame activities 30 minutes 85% on time
• Zips/unzips Activity 1: Zip and Unzip for 2 weeks
• Button/unbuttons.
• Shoots shoelace Learning Objectives:
into holes • Develop fine motor skills required
• Ties/unties lace for zipping and unzipping.
into holes. • Improve hand-eye coordination.
• Buckles/ Time Frame: 10 minutes
unbuckles belt. Instructions:
• Attaches 1. Introduce the dressing frame with a
/detaches Velcro. zipper.
2. Demonstrate how to hold the zipper
pull and move it up and down to zip
and unzip.
3. Encourage the learner to practice
zipping and unzipping on the
dressing frame.
4. Provide guidance and support as
needed.
5. Repeat the activity until the learner
feels comfortable with zipping and
unzipping.
Activity 2: Button and Unbutton

Learning Objectives:
• Enhance fine motor skills for
buttoning and unbuttoning.
• Develop hand dexterity.
Time Frame: 10 minutes
Instructions:
1. Introduce the dressing frame with
buttons.
2. Demonstrate how to align the
buttonholes and push the button
through to fasten it.
3. Show how to unbutton by pulling
the button out of the buttonhole.
4. Allow the learner to practice
buttoning and unbuttoning on the
dressing frame.
5. Offer assistance and guidance when
needed.
becomes proficient in buttoning and
unbuttoning.
Activity 3: Lace Shoelace through Holes

• Enhance hand-eye coordination.
• Strengthen finger muscles for lacing.
Instructions:
shoelace holes.
2. Demonstrate how to hold the
shoelace and thread it through the
holes, mimicking the process of
lacing shoes.
lacing the shoelace through the holes
in the dressing frame.
4. Provide support and guidance as
needed.
feels confident in lacing the
shoelace.
Activity 4: Tie and Untie Lace

• Develop fine motor skills required
for tying and untying laces.
• Improve finger dexterity.
Instructions:
laces.
2. Demonstrate how to cross the laces
over each other and create a knot.
3. Show how to untie the knot by
reversing the process.
4. Guide the learner in practising tying
and untying the lace on the dressing
frame.
5. Aid and encouragement as needed.
can tie and untie the lace
independently.
Activity 5: Buckle and Unbuckle Belt

• Develop fine motor skills required
for buckling and unbuckling.
• Improve hand strength.
Instructions:
1. Introduce the dressing frame with a
buckle.
2. Demonstrate how to insert the belt
into the buckle and fasten it.
3. Show how to release the buckle and
remove the belt.
buckling and unbuckling on the
dressing frame.
5. Offer guidance and support when
necessary.
can buckle and unbuckle the belt
confidently.
Activity 6: Attach and Detach Velcro

• Enhance fine motor skills for
attaching and detaching Velcro.
• Improve hand coordination.
Instructions:
Velcro attachments.
2. Demonstrate how to align the Velcro
pieces and press them together to
attach.
3. Show how to separate the Velcro
pieces by pulling them apart.
4. Guide the learner in practising
attaching and detaching the Velcro
on the dressing frame.
5. Help and encouragement as needed.
can attach and detach the Velcro
independently.
Note: The activities can be adjusted based
on the learner's progress and individual
needs.
Presses and attaches 35 minutes 75% on time

clothespin onto edges of Activity 1: Sort and Match for 1 week
the container.
• Develop fine motor skills by
pressing and attaching clothespins to
the edges of containers.
• Enhance cognitive skills by sorting
and matching different types of
clothing.
Instructions:
1. Prepare various clothing items (e.g.,
shirts, pants, socks, hats) and
corresponding dressing frames.
2. Place the clothing items and dressing
frames on a table or in different
containers.
3. Instruct the learner to select a
clothing item and find the matching
dressing frame.
4. Demonstrate how to attach the
clothespin to the edges of the
dressing frame.
5. Encourage the learner to match and
attach clothespins to all the dressing
frames.
Activity 2: Dressing Frame Relay

• Improve hand-eye coordination by
pressing and attaching clothespins to
the edges of containers.
• This process can be automated using
machines that wrap the bottles in
protective plastic shrink wrap and
seal them in the relay.
Instructions:
1. Set up a relay course with multiple
stations, each containing a different
dressing frame and a container with
clothespins.
2. Divide the 45-minute session into
three 15-minute segments, assigning
each segment to a specific dressing
frame.
3. Explain the relay rules to the learner:
they need to quickly move from one
station to another, attaching as many
clothespins as possible onto the
edges of the containers within each
time segment.
4. Start the relay, timing each segment
and encouraging the learner to
complete the activity with speed and
accuracy.
5. Provide positive reinforcement and
feedback after each segment,
highlighting their progress and
improvement.
Activity 3: Dressing Frame Art

• Enhance creativity and imagination
by using clothespins and dressing
frames to create artwork.
pressing and attaching clothespins
onto the edges of containers in
various patterns.
Instructions:
1. Provide the learner with a blank
canvas or a large piece of paper.
2. Give them various dressing frames
and a container filled with
clothespins.
3. Instruct the learner to use
clothespins and dressing frames to
create a unique artwork on canvas or
paper.
4. Encourage them to experiment with
different patterns, colors, and
arrangements of clothespins.
5. Allow the learner to explore their
creativity and express themselves
through their artwork.
6. Provide positive feedback and
appreciation for their artistic efforts.
Activity 4: Dressing Frame Challenge

• Strengthen problem-solving skills by
completing dressing frame
challenges.
• Improve fine motor skills by
pressing and attaching clothespins
onto the edges of containers
accurately.
Instructions:
1. Prepare a set of dressing frame
challenge cards, each containing a
specific pattern or arrangement for
attaching clothespins onto the edges
of containers.
2. Show the learner one challenge card
at a time, explaining the pattern or
arrangement they need to replicate.
3. Provide the learner with the
necessary dressing frames and
clothespins to complete the
challenge.
4. Encourage them to carefully observe
the challenge card and replicate the
pattern by attaching clothespins to
the corresponding edges.
5. Offer guidance and support as
needed, ensuring they understand
and follow the instructions
accurately.
6. Celebrate their success when they
complete each challenge correctly.
Learning Area:____Language Communication Skills
Terminal Objective: ___Cale will be able to comprehend the questions asked and decide by
himself.

Comprehends cause-and-
effect relationships and Activity 1: Cause and Effect Stories
makes social judgements
Learning Objectives: Comprehends cause-
and-effect relationships and makes social
judgments.
Instructions:
1. Choose a short story or scenario that
involves cause-and-effect
relationships. Ensure that the story is
relatable and interesting for the
learner.
2. Read the story aloud to the learner,
emphasizing the cause-and-effect
relationships within the narrative.
3. Pause after each cause or effect and
ask the learner to identify and
explain the relationship. Encourage
them to use their own words and
thoughts.
4. Discuss the social judgments or
consequences that arise from the
cause-and-effect relationships in the
story.
5. Ask the learner to reflect on the
story and share their social
judgments or opinions about the
characters' actions.
6. Encourage open-ended discussion
and provide positive reinforcement
for the learner's contributions.
Activity 2: Cause and Effect Sorting

Learning Objectives: Comprehend cause-
and-effect relationships, and apply critical
thinking skills.
Instructions:
1. Prepare cards or pictures with
different cause and effect statements.
For example: "If it rains, the ground
gets wet."
2. Present the cards or pictures to the
learners and explain that they need
to sort them into cause-and-effect
categories.
3. Encourage the learner to read each
statement and think about the
relationship between the cause and
effect.
4. Provide guidance and support as
needed, helping the learner
understand and categorize the
statements correctly.
5. Discuss each sorted category with
the learner, asking them to explain
why they placed certain statements
together.
6. Reinforce the understanding of
cause-and-effect relationships by
discussing real-life examples that the
learner can relate to.
Activity 3: Social Judgments Role Play

Learning Objectives: Comprehend cause-
and-effect relationships, make social
judgments, and apply social skills.
Instructions:
1. Choose a social scenario that
involves cause-and-effect
relationships and social judgments,
such as a conflict between two
characters.
2. Explain the scenario to the learner,
providing background information
about the characters and their
actions.
3. Assign roles to the learner and
yourself (or another participant, if
available) and act out the scenario.
4. Encourage the learner to think about
the cause-and-effect relationships
within the scenario and make social
judgments about the characters'
actions.
5. Pause the role play at key moments
and ask the learner to reflect on the
cause-and-effect relationships and
share their social judgments.
6. Discuss alternative actions or
outcomes that could have been
chosen by the characters,
highlighting the importance of
making thoughtful social judgments.
reinforcement throughout the role
play, highlighting the learner's
understanding and application of
cause-and-effect relationships and
social judgments.
Makes decisions 45 minutes 75% of the time.

independently. Activity 1: Picture Prompt
Learning Objectives: Enhance receptive
language skills, improve comprehension,
and encourage decision-making.
Instructions:
1. Show the learner a picture related to
a specific scenario or topic (e.g., a
picture of a park).
2. Ask the learner to observe the
picture and describe what they see.
3. Encourage the learner to make
decisions based on the picture, such
as selecting their favourite activity
or choosing a location within the
picture.
4. Prompt the learner to explain their
decisions and reasoning.
5. Provide positive reinforcement and
praise for their independent
decision-making.
Activity 2: Short Story Discussion

Learning Objectives: Develop
comprehension skills, enhance decision-
making abilities, and encourage critical
thinking.
Instructions:
1. Read a short story or paragraph
aloud to the learner. Choose a story
that aligns with the learner's interests
or preferences.
2. After reading, ask the learner
questions related to the story,
encouraging them to recall specific
details, make predictions, or express
their opinions.
decisions based on the story, such as
choosing the best course of action
for a character or suggesting
alternative endings.
4. Allow the learner to share their
thoughts and decisions, promoting
independent thinking and decision-
making.
reinforcement for their active
participation and decision-making
skills.
Activity 3: Role Play Scenarios

Learning Objectives: Enhance
comprehension, decision-making, and
independent thinking through real-life
scenarios.
Instructions:
1. Prepare several scenario cards with
different situations, such as ordering
food at a restaurant or asking for
directions.
2. Present the learner with one scenario
card and explain the situation
briefly.
3. Encourage the learner to act out the
scenario, making decisions and
problem-solving independently.
4. Provide support or prompts as
needed but aim to foster independent
decision-making.
5. After completing a role-play, discuss
the decisions made by the learner
and encourage reflection on their
choices.
6. Repeat the process with additional
scenario cards, allowing the learner
to explore different decision-making
opportunities.
Activity 4: Listening Comprehension Game

Learning Objectives: Improve
comprehension skills, decision-making
abilities, and attention to detail.
Instructions:
1. Prepare a series of short audio
recordings or clips (e.g., sound
effects, short dialogues).
2. Play each audio clip for the learner,
ensuring it is clear and audible.
3. After playing each clip, ask the
learner comprehension questions or
present them with decision-making
scenarios related to the audio.
decisions or answer questions
independently, based on what they
heard.
5. Provide feedback and discuss the
learner's choices, focusing on their
decision-making process and
comprehension skills.
6. Repeat the process with different
audio clips, progressively increasing
the complexity of the questions or
decision-making scenarios.
Learning Area:____Perceptuo-Cognitive Skills
Terminal Objective: ___Cale will be able to count numbers and add and subtract single
digits and multi-digits.

Counting objects in 35 every 75% of the time.
pictures and writing their Activity 1: Count and Match (Learning session
numerical equivalent Objectives, Time Frame, Instructions)
• Counting objects in pictures
• Writing their numerical equivalent
Instructions:
1. Prepare a set of picture cards with
different objects, such as animals,
fruits, or shapes.
2. Lay out the picture cards on a table
or display them on a whiteboard.
3. Ask the learner to count the objects
in each picture and write down the
numerical equivalent on a separate
sheet of paper.
4. Monitor their progress and assist if
needed.
5. Once they have completed counting
and writing for all the pictures,
review their answers together and
provide feedback.
Activity 2: Missing Numbers (Learning

Objectives, Time Frame, Instructions)
Instructions:
objects, but this time leave out the
number labels.
2. Show the learner one picture at a
time and ask them to count the
objects.
3. Encourage them to write down the
missing numerical label for each
picture.
4. After they have written their
answers, reveal the correct numbers
and compare their responses.
5. Discuss any mistakes or
misconceptions, providing
explanations and guidance as
necessary.
Activity 3: Count and Sort (Learning

Instructions:
1. Prepare a collection of small objects,
such as buttons, coins, or colored
blocks.
2. Display a picture or a series of
pictures showing different objects.
3. Ask the learner to count the objects
in each picture and write down the
numerical equivalent.
4. After they have counted and written
down the numbers, invite them to
sort the physical objects into groups
based on their counts.
5. Discuss their sorting choices and
compare them with the numerical
labels they assigned earlier.
6. Encourage them to make
connections between the physical
objects and their numerical
representations.
Activity 4: Picture Puzzles (Learning
Instructions:
1. Create a set of picture puzzles by
cutting out or printing pictures of
objects and dividing them into
pieces.
2. Mix up the puzzle pieces and ask the
learner to put them back together to
form a complete picture.
3. Once they have solved the puzzle,
have them count the objects in the
picture and write down the
numerical equivalent.
4. Discuss the completed puzzle and
the corresponding numerical
representation, reinforcing the
connection between the two.
5. Repeat the process with additional
picture puzzles if time allows.
Activity 5: Number Hunt (Learning

Instructions:
objects and their numerical labels.
2. Hide the picture cards around the
learning area, ensuring they are
easily found.
3. Explain to the learner that they need
to find the hidden cards and match
each object with its correct
numerical label.
4. Encourage them to count the objects
in each picture as they find them and
write down the corresponding
numbers.
5. Once they have found and matched
all the picture cards, review their
answers together and provide
feedback.
6. Discuss any challenges or
observations they made during the
activity.
Note: The activities can be adjusted based
on the learner's specific needs and abilities.
Additionally, the time frames provided are
approximate and can be adapted as
necessary.
Adds single digits and 35 minutes 75% of the time.

multi-digits without Activity 1: Number Line Hopscotch every session
regrouping
• Develop number sense and spatial
awareness.
• Practice the addition of single digits
without regrouping.
Instructions:
1. Draw a hopscotch grid on the floor
with numbers labelled from 1 to 10.
2. Provide the learner with a marker or
small object to use as a token.
3. Instruct the learner to start at number
1 and hop to the right, adding the
number they land on to the current
total.
4. Encourage the learner to say the
equation aloud as they land on each
number.
5. Repeat the process several times,
gradually increasing the starting
number and the distance between
numbers.
Activity 2: Number Towers

• Reinforce the addition of single
digits without regrouping.
• Practice creating number patterns.
Instructions:
1. Prepare a set of cards with single-
digit numbers (e.g., 0-9).
2. Instruct the learner to choose two
cards and place them side by side to
create a two-digit number.
3. Ask the learner to write down the
equation and solve it to find the sum.
4. Encourage the learner to stack the
cards vertically, creating a tower
with the sum at the top.
cards, allowing the learner to create
a tower of numbers.
6. Challenge the learner to create a
pattern with the towers, such as
increasing or decreasing by a certain
amount each time.
Activity 3: Number Bingo

• Practice the addition of multi-digits
without regrouping.
• Enhance number recognition and
concentration skills.
Instructions:
1. Create a bingo board with a 4x4 grid
and randomly fill each cell with a
two-digit number (e.g., 10-99).
2. Generate a list of addition equations
using two numbers from the bingo
board (e.g., 24 + 57).
3. Call out the equations one by one,
allowing the learner to mentally
solve them.
4. The learner should search for the
sum on their bingo board and mark it
off if it matches the solution.
5. The first to get a line (horizontal,
vertical, or diagonal) of marked-off
numbers of shouts "Bingo!".
6. Repeat the game with different
equations and continue until time is
up or multiple winners emerge.
Activity 4: Number Detective

• Reinforce the addition of single and
multi-digits without regrouping.
• Develop problem-solving and
critical-thinking skills.
Instructions:
1. Create a set of clue cards, each
containing an additional equation
with missing numbers (e.g., 2 + ? =
7,? + 9 = 15).
2. Shuffle the cards and place them
face down in a pile.
3. Instruct the learner to pick a card,
read the equation aloud, and
determine the missing number(s) to
solve the equation.
4. Encourage the learner to explain
their reasoning and thought process.
5. If the learner struggles, provide hints
or guidance to help them deduce the
missing number(s).
6. Continue the activity until all the
cards have been solved or the time is
up.
Subtracting multi-digits
with regrouping Activity 1: Number Line Subtraction
• Students will understand the concept
of subtracting multi-digits with
regrouping.
• Students will practice subtracting
numbers using a number line.
Instructions:
1. Draw a number line on the board or
use a large number line poster.
2. Explain to the students that they will
be practicing subtraction using the
number line.
3. Write a subtraction problem on the
board, e.g., 58 - 27.
4. Ask the student to start at 58 on the
number line.
5. Instruct the student to subtract 27 by
moving left on the number line.
6. Encourage the students to count the
jumps they make on the number line
to find the answer.
7. Repeat with a few more subtraction
problems, gradually increasing the
difficulty.
Activity 2: Regrouping with Base Ten

Blocks
• Students will understand the concept
of regrouping when subtracting
multi-digits.
numbers using base ten blocks.
Instructions:
1. Provide the student with a set of
base ten blocks, including ones, tens,
and hundreds.
2. Write a subtraction problem on the
board, e.g., 436 - 187.
3. Instruct the student to represent the
numbers using the base ten blocks.
4. Ask the student to subtract the one's
column first, regrouping if
necessary.
5. Guide the student through the
regrouping process if needed.
6. Repeat the process for the tens and
hundreds columns.
7. Encourage the student to check their
answer by adding the difference to
the subtrahend.
Activity 3: Subtraction Word Problems

• Students will apply their knowledge
regrouping to solve word problems.
• Students will practice interpreting
and solving subtraction word
problems.
Instructions:
1. Write a series of subtraction word
problems on the board or prepare a
handout.
2. Read the word problem aloud to the
student or have them read it
independently.
3. Instruct the student to identify the
key information in the word
problem.
4. Ask the student to write down the
subtraction equation based on the
given information.
5. Guide the student through the
process of solving the equation,
regrouping if necessary.
6. Encourage the student to write down
the final answer and provide a brief
explanation of their solution.
7. Repeat with a few more word
problems, gradually increasing the
complexity.
Activity 4: Subtraction Maze

multi-digits while regrouping in a
fun and engaging way.
• Students will develop problem-
solving and critical-thinking skills.
Instructions:
1. Create a subtraction maze worksheet
or find one online.
2. Provide the student with a worksheet
and a pencil.
3. Explain the rules of the activity: the
student needs to solve subtraction
problems to navigate through the
maze and reach the exit.
4. Instruct the student to start at the
beginning of the maze and solve the
first subtraction problem.
5. If the answer is correct, the student
can move to the corresponding
direction indicated by the maze path.
6. If the answer is incorrect, the student
should try again until they find the
correct solution.
7. The student should continue solving
subtraction problems and navigating
the maze until they reach the exit.
Activity 5: Subtraction Challenge

• Students will apply their knowledge
regrouping in a challenging context.
• Students will develop problem-
solving and critical-thinking skills.
Instructions:
1. Prepare a set of subtraction
challenge cards with varying levels
of difficulty.
2. Provide the student with the
challenge cards and a pencil.
3. Explain that the student's task is to
solve each subtraction problem
correctly as quickly as possible.
4. Set a timer for a specific duration
(e.g., 2 minutes) and challenge the
student to solve as many problems
as they can within that time.
5. Encourage the student to use
efficient strategies and mental math
techniques to speed up their
calculations.
6. After the time is up, review the
student's answers together and
discuss any incorrect solutions.
7. Repeat the challenge with a different
set of subtraction problems, if
desired.
Learning Area:____Psychosocial / Emotional/ Behavioral Skills
Terminal Objective: ___Cale will be able to trust his parents.

Staying with his parents 15 minutes 90% on time.
or guardians when in Activity 1: Picture Matching
public places.
• Develop visual discrimination skills
• Enhance cognitive abilities
• Promote attention to detail
Instructions:
1. Prepare a set of picture cards
depicting different public places,
such as a park, supermarket, library,
etc.
2. Show one picture card to the learner
and ask them to identify the place.
3. Provide a set of smaller picture cards
representing various people (parents,
guardians, friends, etc.).
4. Instruct the learner to match the
person card to the picture card,
indicating who they should stay with
when in that particular public place.
picture cards, encouraging the
learner to focus on the details and
make accurate matches.
Activity 2: Role-Play Scenarios

• Practice social skills in various
scenarios
• Improve decision-making abilities
• Enhance communication skills
Instructions:
1. Prepare a list of different public
settings where the learner may need
to stay with their parents or
guardians (e.g., park, mall,
restaurant, etc.).
2. Discuss each setting briefly with the
learner, explaining why it is
important to stay with their parents
or guardians in those places.
3. Assign roles to the learner and
yourself, acting as the parent or
guardian.
4. Set up scenarios where the learner
needs to make decisions about
staying together in public places.
5. Engage in role-play, allowing the
learner to practice appropriate
behaviors and responses in each
situation.
6. Provide feedback and discussion
after each role-play, highlighting
both positive and areas for
improvement.
Activity 3: Create a Social Story

• Develop storytelling skills.
• Enhance understanding of social
expectations
• Promote self-awareness.
Instructions:
1. Explain to the learner the concept of
a social story and its purpose in
helping them understand and
navigate social situations.
2. Together, choose a public place
where the learner often goes with
their parents or guardians.
3. Ask the learner to think about their
experiences in that specific place
and what behaviors are expected of
them.
4. Guide the learner in creating a
simple social story using pictures or
drawings.
5. The social story should include the
importance of staying with parents
or guardians in that public place and
the consequences of not doing so.
6. Encourage the learner to personalize
the social story by adding their
thoughts or feelings on the topic.
7. Review and read the social story
together, reinforcing the learning
objective and reminding the learner
of appropriate behaviors.
Activity 4: Traffic Light Game

• Develop decision-making skills
• Enhance understanding of safety
rules
• Promote self-control and self-
management.
Instructions:
1. Set up a traffic light or use a visual
representation of one (e.g., colored
cards - red, yellow, green).
2. Explain the meaning of each color:
red means stop, yellow means
caution and green means go.
3. Present various scenarios related to
public places and ask the learner to
indicate which color they would
associate with staying with their
parents or guardians in that situation.
4. For example, if the scenario is
crossing a busy road, the correct
answer would be red (stop) as the
learner should stay with their parents
or guardians until it is safe to cross.
5. Provide immediate feedback and
discuss the reasoning behind each
answer to reinforce understanding
and reinforce the importance of
staying with parents or guardians in
public places.
Activity 5: Visual Schedule

• Enhance time management skills.
• Improve understanding of routines
• Promote independence and self-
regulation.
Instructions:
1. Create a visual schedule using
pictures or symbols that represent
different public places the learner
frequently visits with their parents or
guardians.
2. Display the visual schedule in a
prominent place in the classroom or
learning environment.
3. Explain the purpose of the visual
schedule and how it can help the
learner stay organized and
understand what is expected of them
in various public places.
4. Walk through the visual schedule
with the learner, discussing each
place and when they should stay
with their parents or guardians.
5. Encourage the learner to refer to the
visual schedule independently when
planning outings or to remind
themselves of appropriate behaviors
in public places.
Does not insist on what 35 minutes 80% on time.

he wants in public places. Activity 1: Role Play
Learning Objective: Practice appropriate
behavior in public places by role-playing
different scenarios.
Instructions:
1. Discuss with the learner the concept
of appropriate behavior in public
places and why it is important.
2. Explain that you will be role-playing
different scenarios to practice this
skill.
3. Provide a scenario, such as being in
a crowded supermarket and wanting
a specific item.
4. Take turns playing different roles,
with the learner practicing not
insisting on what they want.
5. After each role-play, discuss what
went well and what could be
improved.
scenarios and gradually increase the
complexity of the situations.
Activity 2: Creating Social Stories

Learning Objective: Develop
understanding and empathy towards others
by creating social stories.
Instructions:
1. Explain to the learner what a social
story is and how it can help them
understand different perspectives.
2. Provide an example of a social story
that focuses on not insisting on what
one wants in public places.
3. Ask the learner to create their own
social story, either in written or
visual format.
4. Encourage the learner to think about
different situations they may
encounter and how they can respond
appropriately.
5. Once the social story is complete,
ask the learner to share it with you
and discuss any insights or
reflections they gained from the
process.
Activity 3: Problem-Solving Scenarios

Learning Objective: Apply problem-
solving skills to handle situations where
one's wants are not met in public places.
Instructions:
1. Present the learner with various
problem-solving scenarios related to
not insisting on what they want in
public places.
2. Discuss the scenarios together and
identify potential solutions or
strategies.
3. Encourage the learner to think
creatively and consider different
perspectives.
4. Role-play the scenarios, allowing the
learner to practice implementing the
problem-solving strategies.
5. After each role-play, reflect on the
effectiveness of the chosen strategies
and discuss alternative approaches if
necessary.
Activity 4: Visualizing and Verbalizing

Learning Objective: Improve
communication skills by visualizing and
verbalizing appropriate responses in public
places.
Instructions:
1. Select a variety of pictures depicting
different public places and
situations.
2. Show each picture to the learner and
ask them to describe what they see
and how they would respond in that
situation without insisting on what
they want.
3. Encourage the learner to use
descriptive language and explain
their thought process.
4. Provide feedback and guidance on
their verbalizations, highlighting
appropriate responses.
pictures, gradually increasing the
complexity of the situations.
Activity 5: Reflective Journaling

Learning Objective: Encourage self-
reflection and awareness of personal growth
about not insisting on what one wants in
public places.
Instructions:
1. Provide the learner with a journal or
a piece of paper.
2. Ask them to reflect on their
experiences throughout the class and
write down any insights or
observations.
3. Specifically, ask them to consider
situations where they were
successful in not insisting on what
they wanted and how that made
them feel.
4. Encourage the learner to also think
about any challenges they faced and
strategies they can use to overcome
them in the future.
5. If the learner is comfortable, allow
them to share their reflections with
you and have a brief discussion
about their progress.
Learning Area:____Self-help/ Pre-vocational Skills
Terminal Objective: ___Cale will be able to count numbers and add and subtract single
digits and multi-digits.

Dressing Frame 45 minutes 90% on time
activities Activity 1: Dressing Frame Introduction
Zips/unzips
Button/unbuttons. Learning Objectives:
Shoots shoelace into • Understand the purpose and benefits
holes of dressing frame activities.
Ties/unties lace into • Familiarize yourself with the
holes. different types of dressing frames.
Buckles/ unbuckles belt.
Attaches /detaches • Identify the specific skills targeted in
Velcro. each dressing frame activity.
Instructions:
1. Begin the activity by introducing the
concept of dressing frames to the
learner.
2. Explain the importance of
developing self-help skills like
zipping, buttoning, and tying
shoelaces.
3. Show the learner examples of
different dressing frames, such as a
zip frame, button frame, shoelace
frame, etc.
4. Discuss the specific skills that will
be targeted in each dressing frame
activity.
5. Ask the learner if they have any
questions or if they would like to
share their experience with dressing
frames.
Activity 2: Zipping and Unzipping

• Develop proficiency in zipping and
unzipping.
• Enhance fine motor skills and hand-
eye coordination.
Instructions:
1. Provide the learner with a dressing
frame that focuses on zipping and
unzipping.
2. Demonstrate the correct technique
for zipping and unzipping.
3. Guide the learner to practice zipping
and unzipping independently.
4. Offer support and encouragement as
needed.
feels comfortable and confident with
zipping and unzipping.
Activity 3: Buttoning and Unbuttoning

• Develop proficiency in buttoning
and unbuttoning.
• Enhance finger dexterity and fine
motor skills.
Instructions:
1. Introduce the dressing frame that
focuses on buttoning and
unbuttoning.
2. Show the learner how to hold the
button and maneuver it through the
buttonhole.
3. Guide the learner in practicing
buttoning and unbuttoning
independently.
4. Provide assistance and guidance as
needed.
buttoning and unbuttoning.
Activity 4: Shoelace Practice

• Learn the process of shooting
shoelaces into holes.
• Develop the skill of tying and
untying shoelaces.
Instructions:
1. Introduce the shoelace dressing
frame to the learner.
2. Demonstrate how to shoot the
shoelace into the holes and then tie
and untie the shoelace.
shooting the shoelace into the holes
and tying and untying the lace
independently.
needed.
shooting, tying, and untying
shoelaces.
Activity 5: Buckling and Velcro

• Develop proficiency in buckling and
unbuckling a belt.
• Practice attaching and detaching
Velcro.
Instructions:
1. Introduce the dressing frames for
buckling and Velcro.
2. Demonstrate the correct technique
for buckling and unbuckling a belt.
buckling and unbuckling
independently.
4. Show the learner how to attach and
detach Velcro.
5. Allow the learner to practice
attaching and detaching Velcro
independently.
6. Aid and support as needed.
7. End the activity by summarizing the
skills practiced and praising the
learner for their efforts.
Note: Adjust the time frames as needed
based on the learner's pace and progress.
Presses and attach 35 minutes 75% on time.

clothespin onto the edges Activity 1: Sorting and Matching
of the container Clothespins
manipulating and grasping clothespins.
• Practice visual discrimination by
sorting and matching clothespins.
Instructions:
1. Prepare a set of clothespins in different
colors and patterns.
2. Place a container in front of the learner.
3. Show the learner how to press and
attach a clothespin to the edge of the
container.
4. Spread out all the clothespins in front
of the learner.
5. Instruct the learner to sort and match
the clothespins based on their colors or
patterns.
6. Encourage the learner to press and
attach the clothespins to the edges of
the container once they have been
matched.
7. Help and guidance as needed.
Activity 2: Building a Clothespin Tower
• Enhance hand-eye coordination by
stacking clothespins.
• Improve concentration and focus by
completing a task.
Instructions:
1. Give the learner a pile of clothespins.
2. Demonstrate how to stack clothespins
vertically to build a tower.
3. Encourage the learner to follow the
demonstration and start building their
clothespin tower.
4. Support the learner in maintaining
balance and stability while stacking the
clothespins.
5. Challenge the learner to see how high
they can build their tower without it
toppling over.
6. Celebrate their success and encourage
them to try again if the tower falls.
Activity 3: Clothespin Matching Game

• Improve memory and recall abilities.
• Enhance cognitive skills through
matching and categorization.
Instructions:
1. Create pairs of clothespins with
matching patterns or colors.
2. Place all the clothespins face down on a
table or surface.
3. Explain to the learner that they need to
find the matching pairs by flipping two
clothespins at a time.
attach the clothespins onto the edges of
the container once they find a matching
pair.
5. Allow the learner to turn over two
clothespins at a time, making sure they
remember the location of each one.
6. If the clothespins match, the learner
should keep them and continue
searching for more pairs.
7. If the clothespins do not match, the
learner should turn them face down
again and try to remember their
locations for future turns.
8. The game ends when all the clothespin
pairs have been found.
9. Celebrate the learner's success and
encourage them to play the game again
if desired.
Activity 4: Clothespin Counting

• Develop numeracy skills by counting
and recognizing numbers.
• Enhance fine motor skills by attaching
clothespins onto the edges of the
container.
Instructions:
1. Prepare a set of cards or pieces of
paper with numbers written on them.
2. Place the cards or papers in random
order in front of the learner.
3. Instruct the learner to count the
number of clothespins they have and
find the corresponding number card or
paper.
attach the clothespins onto the edges of
the container as they find the correct
number.
needed, especially with number
recognition and counting.
6. Repeat the activity with different
numbers to further reinforce numeracy
skills.

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INDIVIDUALISED EDUCATIONAL PLAN (IEP)

Name of Learner:_____GUITERING, CALE LARRY CUREG___

ENROUTE LESSONS/ACTIVITIES/PROCEDURES DURATION INSTRUCTIONAL

Activity 2: Button and Unbutton

Activity 3: Lace Shoelace through Holes

Activity 4: Tie and Untie Lace

Activity 5: Buckle and Unbuckle Belt

Activity 6: Attach and Detach Velcro

Presses and attaches 35 minutes 75% on time

Activity 2: Dressing Frame Relay

Activity 3: Dressing Frame Art

Activity 4: Dressing Frame Challenge

ENROUTE LESSONS/ACTIVITIES/PROCEDURES DURATION INSTRUCTIONAL

Activity 2: Cause and Effect Sorting

Activity 3: Social Judgments Role Play

Makes decisions 45 minutes 75% of the time.

Activity 2: Short Story Discussion

Activity 3: Role Play Scenarios

Activity 4: Listening Comprehension Game

ENROUTE LESSONS/ACTIVITIES/PROCEDURES DURATION INSTRUCTIONAL

Activity 2: Missing Numbers (Learning

Activity 3: Count and Sort (Learning

Activity 5: Number Hunt (Learning

Adds single digits and 35 minutes 75% of the time.

Activity 2: Number Towers

Activity 3: Number Bingo

Activity 4: Number Detective

Activity 2: Regrouping with Base Ten

Activity 3: Subtraction Word Problems

Activity 4: Subtraction Maze

Activity 5: Subtraction Challenge

ENROUTE LESSONS/ACTIVITIES/PROCEDURES DURATION INSTRUCTIONAL

Activity 2: Role-Play Scenarios

Activity 3: Create a Social Story

Activity 4: Traffic Light Game

Activity 5: Visual Schedule

Does not insist on what 35 minutes 80% on time.

Activity 2: Creating Social Stories

Activity 3: Problem-Solving Scenarios

Activity 4: Visualizing and Verbalizing

Activity 5: Reflective Journaling

ENROUTE LESSONS/ACTIVITIES/PROCEDURES DURATION INSTRUCTIONAL

Activity 2: Zipping and Unzipping

Activity 3: Buttoning and Unbuttoning

Activity 4: Shoelace Practice

Activity 5: Buckling and Velcro

Presses and attach 35 minutes 75% on time.

Activity 3: Clothespin Matching Game

Activity 4: Clothespin Counting

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Name of Learner:___GUITERING, CALE LARRY CUREG_