Prepared by:

HAFIZAH HASHIM SITI ROHANI MAHAT NORHAFISZAH ABDULLAH HANISA TAJUDDIN THAVAMALAR A/P BALAKRISHNAN

1 Case Presentation
Mr. Johan is a new teacher in a special education class. He only has 5 students but he could not manage them well. His students did not pay attention during his lessons and were seen doing things, talking, playing, and even shouting as they like. Mr. Johan has 5 years of teaching experience in regular classrooms and life was like smooth sailing for him until he becomes the special education teacher. He has high expectation on his exceptional students in academic and social aspects. He wants to engage his students in activities to prevent disruptive behavior but all the approaches and methods seem strange to him now. He is lost as to where, when, how and what to start with.

2. Identifying key information

1) New teacher in a special education class 2) Could not manage them well 3) Has 5 years of teaching experience in regular classrooms 4) Has high expectation on his exceptional students in academic and social aspects 5) Wants to engage his students in activities to prevent disruptive behavior 6) He is lost as to where, when, how and what to start with.

3. Generating and ranking, discuss, extract, identify, summarize hypotheses

Hypothesis 1: Mr Johan is trying to understand the actual concept and definition of special education Hypothesis 2 : Mr. Johan is trying to differentiate the mainstream students (his previous experience of teaching) with his students in special education class Hypothesis 3: Mr. Johan is trying to find the most suitable approach/ techniques (socially & academically) to use to help his students engage in school activities

HOW TO HELP MR. JOHAN?

HELP MR. JOHAN TO UNDERSTAND WHAT IS THE ACTUAL DEFINITION ND CONCEPT OF SPECIAL EDUCATION

HELP MR. JOHAN TO IDENTIFY AND DIFFERENTIATE BETWEEN MAINSTREAM CLASS (HIS PREVIOUS EXPERIENCE) AND SPECIAL EDUCATION CLASS

HELP MR. JOHAN TO DETERMINE THE BEST APPROACHES AND TECHNIQUES TO HELP HIS STUDENTS ENGAGE IN SCHOOL ACTIVITIES

1st HYPOTHESIS

DEFINITION OF SPECIAL EDUCATION

Under IDEA, special education is defined as Specially designed instruction, at no cost to parents , to meet the unique needs of a child with disability It is the education of students with special needs in a way that addresses the students individual differences and needs Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities and developmental disorders

The categories of Special Education under IDEA

Autism Deaf or Hearing Impairment Developmental delays Emotional Disturbance Blindness or Visual Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Specific learning Disabilities Speech and language impairments Traumatic Brain Injury

CONCEPT OF SPECIAL EDUCATION

Involves the individually planned and systematically monitored arrangements of teaching procedures Involves adapted equipment and according to the students special need materials

Involves accessible settings and other interventions designed Aiming to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community

SPECIAL EDUCATION IN MALAYSIA

Falsafah Pendidikan Khas di Malaysia adalah satu usaha yang berterusan untuk melahirkan insan yang berkemahiran, berhaluan, berupaya merancang dan menguruskan kehidupan serta menyedari potensi diri sendiri sebagai seorang individu dan ahli masyarakat yang seimbang dan produktif selaras dengan dengan Falsafah Pendidikan Negara. Misi Pendidikan Khas menyediakan pendidikan yang berkualiti kepada pelajar dengan keperluan khas untuk menjadikan mereka insan yang dapat berdikari, berjaya dalam hidup dan memberikan sumbangan bakti kepada masyarakat dan negara. Visi Pendidikan Khas menyediakan perkhidmatan yang berkualiti kepada pelajar dengan keperluan khas kearah kecemarlangan hidup sejajar dengan hasrat Falsafah Pendidikan Negara

nd 2

HYPOTHESIS

Mr. Johan is trying to differentiate the mainstream students (his previous experience of teaching) with his students in special education class.

ADDITIONAL INFORMATION
1) Who is special education needs (SEN)? 2) What is characteristics of SEN? 3) What type of classification of SEN? 4) How to identifying SEN in the classroom?

Question 1 :

WHO IS SEN?

1) Directgov (2009) children who have learning difficulty or disabilities that make it harder for them to learn or access education than most children of the same age 2) The SEN Code (DfES,2001) : i. Difficulty in learning than the majority of children of the same age; ii. Have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools 4 principle of SEN from SEN Code :
1) Communication and interaction 3) Behaviour, emotional and social development

2) Cognition and learning

4) Sensory and/or physical needs

3) Under IDEA 2004 special learning disability defined in this way: i. General : The term mean a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculation, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and development aphasia. ii. Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities of mental retardation, of emotional disturbance or of environmental, cultural or economic disadvantages [34 C.F.R.300.7(c)(10)]

Question 2 :

WHAT IS CHARACTERISTICS OF SEN?

Question 2 :
Hallahan & Kauffman(2006), - unexpected underachievement is the defining characteristic of learning disabilities. Characteristic of learning disabilities

1) Cognitive Difficulties 2) Academic Difficulties 3) Social and Emotional Difficulties

1) Cognitive Difficulties
1) 2) 3) 4) Poor selective attention ( Zera & Lucian, 2001) Inattention or difficulty focusing on the task. Problems with memory (Swanson,2000) Perceptual problems (Lerner, 2005: Smith, 1998)

2) Academic Difficulties
1)
2) 3) 4) 5) 6)

Difficulty with oral fluency (Mercer, Champbell, Miller, Mercer & Lane, 2000) Many mistakes made when reading aloud, and repeating and pausing often Very messy handwriting or holding a pencil awkwardly Difficulty processing information Learning language late and having a limited vocabulary Trouble remembering the sound that letter make or hearing slight differences between words.

Cont 6) 7) 8) 9) 10) 11) 12) 13) 14) Difficulty in written language (Roth,2000;Wong,2000) Mispronouncing word or using a wrong word that sound similar Trouble organizing what he or she wants to say or unable to think of the word he or she needs for writing or conversation. Difficulties in reading (Bell, McCallum, & Cox, 2003) Difficulties in mathematics ( Witzel, Smith, & Brownell, 2001:Mazzocco, 2001) Trouble learning the alphabet, rhyming words or connecting letters to their sound Confusing math symbols and misreading numbers Unable to retell a story in order (what happened first, second, third) Not knowing where to begin a task or how to go on from there.

3) Social and Emotional Difficulties

1) Deficits in social skills (Kavale & Forness, 1996) 2) Rejection by peers and classmates (Pavri & Luftig,2000) 3) Difficulties making and keeping friends (Pavri & MondaAmaya, 2001) 4) Feeling lonely and isolated in adolescence (Tur-Kaspa, Weisel, & Segev, 1998) 5) Poor social skills (Gresham, Sugai & Horner, 2001) 6) Not following the social rules of conversation, such as taking turns and may stand too close to the listener.

Question 3 & 4 :
WHAT TYPE OF CLASSIFICATION OF SEN AND HOW TO IDENTIFYING SEN IN THE CLASSROOM?

Jenny Thompson (2010), identify seven type of SEN;

1) 2) 3) 4) 5) 6) 7)

Attention deficit hyperactivity disorder (ADHD) Social, emotional and behavioural difficulties (SEBD) Dyslexia Dyspraxia Autistic spectrum disorder (ASD) - Autism Hearing impairment Visual impairment

1) Attention Deficit Hyperactivity Disorder (ADHD)

There are three diagnostic criteria : inattention, impulsiveness and hyperactivity. i. Inattention Difficulty in concentrating on educational task and may be inclined to move from one task to another. Quickly losing motivation if they consider the task boring Difficult to stay on task for more than a few minutes Distracting others children in the classroom Disrupting work and attention-seeking behaviour such as shouting, making noises and banging on tables.

ii. Impulsiveness Wender (2000) , prior to diagnosis, children with ADHD may often be referred to as naughty as they will act without reflection or consideration of the consequences. Eg: when playing a game the child with ADHD finds it difficult to wait his/her turn and may push in, during discussion time they may even shout out the answers, appearing very attention seeking. iii. Hyperactivity Often display signs of hyperactivity, including behaviours such as hand/foot tapping, talking excessively, and lack of ability to sit still for more than a few second at a time.

Identifying ADHD in the Classroom

1) Not be able to pay attention to one thing at one time and may become very easily distracted. 2) May also display extreme reaction when sad, happy, excited, and will constantly be seeking positive reinforcement for any work they are doing. 3) Have trouble staying on task, staying seated and many be immature developmentally, educationally and /or socially.

2) Social, Emotional and Behavioural Difficulties (SEBD)

SEBD -they often appear in the form of disruptive behaviour in the classroom and school environment. As teacher, we should clear what appropriate behaviour is. In order that as practitioners working with children we are able to identify inappropriate behaviour in children when it occurs. Mortimer (2012) suggest that desirable behaviour involes: 1. Feeling motivated and confident enough to develop to an individuals best potential 2. Being able to make friends and gain affection 3. Being able to express feelings in appropriate ways 4. Being able to do when asked politely 5. Being able to make a useful contribution to go the group 6. Developing positive self-esteem

Identifying SEBD in the Classroom

Somerset County Council (2009) suggest that following questions to help you decide whether there child have SEBD. 1) 2) 3) 4) 5) Does the child find it difficult to follow instructions? Does the child have poor concentration? Is the child unable to finish tasked without additional support? Does the child find it difficult to play alongside others? Does the child find it difficult to share with others and find an awareness of the needs of others difficult? 6) Does the child demand attention and become disruptive if kept waiting? If the answers to the above are yes, consider whether the child has actually had time to adjust to his/her new surroundings, as this may be the cause of the inappropriate behaviour.

3) Dyslexia

British Dyslexia Association (2008) ; specific learning difficulty which mainly affect the development of literacy and language related skills Dyslexia is a learning disorder characterized by problems in processing words into meaningful information. This is most strongly reflected in difficulty in learning to read. (Medicaldictionary)

Dyslexia UK (2009) identifies the following characteristics that may be present in children with dyslexia: 1) Behaviour Daydreams or drifts off into own private world - forgets easily, particularly recent things but may have a good memory for things that happened a long time ago. Finds it difficult to deal with more than one instruction at a time Extremes in mood, lack of calm middle ground - little sense of time Can be very stubborn Can be quiet, withdrawn and anxious Doesnt like change Has tantrums Easily distracted Intolerant of noise Appears not to listen

Cont May have speech problems May lack coordination and spill things or knock things over May have allergies May have stress-related illnesses A child might seem to be completely different when attending school to how they were pre-school.

2) Reading Cannot master reading at all or mastered it very late Can read to self but out loud makes lots of mistakes Can read stories but has problems with exam question and anything technical. Can read perfectly but doesnt get much meaning from what has been read Need to re-read to make sense skips lines Loses place

Cont Dislikes reading and tries to avoid it start OK but gets progressively worse Reverses syllables or words Leaves out, misreads or substitutes small words such as was and they Can read a word on one page and misread the same word on another. 3) Handwriting Handwriting may be illegible Handwriting legible only if very slow heavy pressure on page (presses very hard with pen or pencil) Difficulties joining letters Strange spacing Letters formed strangely to disguise spelling problems Writing process highly stressful and very tiring

4) Spelling Words spelt as they sound Bizarre spelling producing unrecognisable words Letters repeated : rememember for remember Letters left out rember for remember Letter reversed brid for bird Mistakes made with small words such as thay for they Spellings rote learnt for test but cant then apply them in writing 5) Writing composition Writing disorganised and writer gets lost in the process Difficulties starting Sentences muddled Content pictured as a whole but unable to get it down sequentially Thoughts too fast for pen Small word missed or used wrongly Frequent crossings out

Cont.. Writer cant see mistakes Finds writing is immensely frustrating and avoid where possible Finds writing is a slow process and may involve many drafts if despair doesnt set in first. 6) Punctuation Punctuation is not used at all Some punctuation is used but is not understood Writer has no sense of where the marks should go, even through they have been told. 7) Math May be excellent at math May find all of maths difficult Cannot grasp what is required from the maths question Loses track when following procedures, e.g: long multiplication

Cont.. 7) Math Directional difficulties, e.g: instead of going from right to left with addition, subtraction and multiplication, will work the other way. Gets muddled between maths symbols Difficulties learning times tables problems with place value (hundreds, tens and units) Reverses numbers. Makes many small mistakes Find mental maths difficult because the sum goes before the calculation is complete. Can get the answers but cant show the working out.

8) Talents Often have excellent people skills Can be good at problem solving Can think three dimensionally, giving rise to talents in such areas as design, computing, acting Can be very good at sport Can be good at art, particularly 3D Often highly intuitive Very curios about how things work Highly aware of their environment and often notice details Thinks in an original way.

Identifying and Assessing Dyslexia in the Classroom

The SEN Code (DfES, 2001) suggests that children who demonstrate.specific learning difficulties such as dyslexia..require specific programmes to aid progress in cognition and learning. Some of these children may have associated sensory, physical and behavioral difficulties that compound their needs *7:58+

The teacher or other individuals who work closely with the child who may have concerns about their reading, writing and spelling, along with evidence to show that they are having difficulties with literacy.
And teacher will produce an action plan to assist the child with progression. Special equipment may be offered to meet the child's individual needs and some individual support may be required.

 Dr. Gavin Reid (2007) an experienced writer focusing on dyslexia, suggests : Dyslexia should not only be identified through the use of a test; assessment for dyslexia is a process that considers the classroom and curriculum factors and the learning preferences of the child, as well as his or her specific learning difficulties. Reid said ; assessment much more important than the test for dyslexia . The assessment should consider three aspects as follows: i. Difficulties it is clear that children with dyslexia tend to have problems with encoding and decoding print. These difficulties may be as result of difficulties in ; acquiring phonological awareness, memory, organisation and sequencing, movement and coordination, language problems and visual/auditory perception. ii. Discrepancies may prevail when children are reading/listening with regard to decoding information, between oral and written skills and when working across the curriculum in different subject areas. iii. Differences need to remember that not every child dyslexia will have the same difficulties, and with this in mind the identification process should consider the learning styles, environment preferences for learning and learning strategies

Tips for identifying dyslexia for teacher (Reid, 2007)

4) Dyspraxia
Macintyre (2001); dys mean faulty and praxis means the ability to use the body as a skilled tool Dawdy (1981) describes dyspraxia as impaired performance of skilled movements despite abilities within the average range and no significant findings on standard neurological examination. Henderson, Sugden (1992) ; learning, language, visual perception and behavioural problems.

Dyspraxia Foundation(2009), children who have no clear nuerological disease, but may have difficulties in learning skills including eating with a spoon, speaking clearly, doing up buttons or riding a bike may be considered to have dyspraxia. Dyspraxia affects up to 10 per cent of the population; males are more likely to affected than females.

Identifying Dyspraxia in the Classroom

1) 2) 3) 4) 5) 6) Disorganised and very messy books May have a tendency to lose equipment May be unable to find his/her place in a book when reading Handwriting is illegible Falls over when walking around the classroom Often wears shoes on the wrong feet and clothes inside out/back to front When working on practical tasks a very messy approach is adopted. e.g: when painting there is more paint on the table than on the paper. Easily distracted and draws attention by acting inappropriately Finds it very difficult to concentrate Makes a mess when eating Unable to do more than one task at a time

7)

8) 9) 10) 11)

5) Autistic Spectrum Disorder - Autism

Kanner defines the features of autism as follows: A profound autistic withdrawal An obsessive desire for the preservation of sameness A good rote memory An intelligent and pensive expression Mutism or language without real communicative intent Over-sensitivity to stimuli A skilful relationship to objects Wing (1996), Plimley & Bowen (2006) defined autism as development difficulty that combines impairment with social communication, impairment with social interaction and impairment with social imagination

Plimley and Bowen (2006) identify common characteristics of autistic in the classroom as follow:
Communication Lack of speech Social Interaction Unable to form social bonds Social Imagination Unable to use own imagination to create pictures Unable to understand jokes Has difficulty in initiating play with other children

Limited conversation Speech likely to develop more slowly than is the norm for children of the same age Unable to respond spontaneously Unable to share social situations

Avoids eye contact Limited play skills

Inability to understand others thinking Inability to understand others feelings

May prefer to be left alone Lack of imitation of other individuals actions.

Lack of desire to communicate

Difficulty with tolerating peers.

Identifying Autism in the Classroom

1) Difficulties in communication, resulting in poor use language, both receptive and expressive 2) Child may refuse to show interest in any individual 3) Child does not develop speech even at the age of three 4) Child appears to be unaware of other people in the room and does not interact with anyone 5) Child fails to make eye contact 6) Child rocks and twiddles hands 7) Child may be highly sensitive to smells, food, noises 8) Child may echo conversations rather than respond correctly and may interpret a conversation literally.

6) Hearing Impairment
Mild Deafness Can cause some difficulty following speech, mainly in noisy situations. The quietest sound that can be heard are 2539 decibels Moderate Deafness People with moderate deafness may have difficulty following speech without a hearing aid, and find the quietest sound they can hear are 40-69 decibels

RNID (2009) definitions of deafness

Severe Deafness People with severe deafness rely a lot on lip reading, even with a hearing aid, as the quietest sound they can hear are 70-94 decibels.

Profound deafness
The quietest sounds that profoundly deaf people can hear average 95 decibels or more.

Identifying hearing Impairments in the Classroom

1) Asking for information to be repeated on regular basis and finding listening very difficult 2) Finding it hard to hear clearly in noisy classroom situations

3) Talking in loud voice

4) Not responding when spoken to 5) Developing speech very slowly 6) Being unable to speak clearly 7) Pressing on ear frequently

7) Visual Impairment
Visual impairment any individual who may be blind or partially sighted, in contrast to being short-sighted or long sighted ( National Health Service, 2009) Two condition referred to if an individual is visually impaired : partial sightedness and blindness Salisbury (2008) 1) Partial Sightedness refers to a person who is partially sighted or has very low vision. 2) Blindness refers to a person who has severe sight loss and will be unable to see how many fingers are being held up at a distance 9.8 feet or less, even if wearing glasses or lenses. 3) Poor acuity This term relates to the clarity or sharpness of the overall image. Both distance and near vision may be affected and some individual may be able to see close work but not able to see a whiteboard, whereas others may find it hard to see close work yet easy to read from a whiteboard.

Cont.. 4) Central Vision Loss- This prevents the individual from seeing fine detail and is likely to affect work such as reading, writing and often close work. 5) Peripheral Vision Loss In contrast to central vision loss, this may result in tunnel-like field vision and individuals may experience difficulty moving around the classroom and finding specific objects.

Identifying Visual Impairments in the Classroom

Characteristics who have visual impairments:
1) 2) 3) 4) 5) 6) 7) 8) Clumsiness Poor hand-eye coordination Holding the head in an unusual way Frowning, making faces or squinting more often than normal Complaining of headaches or dizziness Having poorly formed handwriting Having difficulty in seeing the whiteboard/flipchart Becoming tired more quickly than other children

SUMMARY
General Education Group oriented, global, norm-referenced, and presents standardized curriculum. Special Education Adaptive to the individual needs of students. Individualization, specialization, heterogeneity, and lifelong learning.

RD 3

HYPOTHESIS

Mr. Johan is trying to find the most suitable approach/ techniques (socially & academically) to use to help his students engage in school activities

IEP

What is IEP?
A summary of the students strengths, interests, and needs and of the expectations for a students learning during a school year. a written plan of action prepared for a student who requires modifications of the regular school program or accommodations; a tool to help teachers monitor and communicate the students growth; a plan developed, implemented, and monitored by school staff; a flexible, working document that can be adjusted as necessary; an accountability tool for the student, his or her parents, and everyone who has responsibilities under the plan for helping the student meet his or her goals and expectations; an ongoing record that ensures continuity in programming; a document to be used in conjunction with the provincial report card.

IEP is not
a description of everything that will be taught to the student; an educational program or set of expectations for all students; a means to monitor the effectiveness of teachers; a daily plan.

Students strengths and needs Relevant medical/health information Relevant formal (standardized) assessment data Students current level of educational achievement in each program area Goals and specific expectations for the student Program modifications Accommodations required Special education and related services provided to the student Assessment strategies for reviewing the students achievements and progress Regular updates, showing dates, results, and recommendations Transition plan (if required)

Important Information to Be Included in an IEP

The principal assigns to one teacher primary responsibility for coordinating the development, implementation, and monitoring of the students IEP.

IEP Process

1. Gather information

5. Review and update the IEP

4. Implement the IEP 3. Develop the IEP

2. Set the direction

PHASE 1 GATHER INFORMATION

1. Review the Students Records

1.
a.

Review the Students Records

the students registration form (languages spoken, last school attended, enrolment history);

b.

relevant medical information;

c.

the IPRCs decision, including its statement of the students strengths and needs and any recommendations it may have made respecting programs and services for the student; assessment reports from staff consultants and outside agencies, summaries of tests, and interpretive reports; the students previous IEP;

d.

e.

f.

the students previous report cards.

2. Consult With...
2. Consult With the Student, Parent, School Staff and Other Professionals Information should be obtained from a variety of sources and shared among team members so that the planning team can develop a comprehensive view of the students learning profile and programming needs.

2. Consult With the...

a. Parents Parents can provide an invaluable perspective on their childs personality, development, and learning. Open communication and cooperation between home and school will also ensure that the approach and expectations of both are consistent. b.

Students

As far as possible, all students for whom an IEP is developed should be involved in the IEP process. At the information-gathering phase, they should be encouraged to share their perceptions of their learning strengths, needs, talents, and interests. This information may be gathered through interviews, discussions, and interest inventories.

2. Consult With the...

c. Previous Teachers Previous teachers can provide information about a students strengths and needs and about programs, services, resources, and strategies that have worked well in the past. d. Other Professionals The following people should be consulted for information as necessary and appropriate:
School Administrators Occupational Therapists Counsellors Physiotherapists Teacher-Advisers Other Medical Professionals Educational Assistants Social Workers Resource Teachers Speech-Language Pathologists Consultants Psychologists and Psycho-Educational Consultants Service providers from appropriate community agencies

3. Observe the Student...

3. Observe the Student By observing the student, teachers may learn: how the student responds to text and non-print alternatives, approaches new tasks, persists with tasks, organizes time and materials, uses language, performs individually and in group activities. how the student responds to the number of people in the immediate area and the behaviour of teachers and support staff, interacts with peers, and responds to authority; how the students learning is affected by environmental variables such as lighting, sound, temperature, the physical arrangement of the classroom, the time of day, and routines and schedules.

4.

Review the Students Current Work

4. Review the Students Current Work Samples of the students work are good sources of information. They may include journals, selected pages from notebooks, writing samples, art samples and portfolios, audio and video recordings, assignments, unit tests, diagnostic tests, and peer evaluations.

5.

Conduct Further Assessments, If Necessary

5. Conduct Further Assessments, If Necessary The decision to conduct further assessments should be made in consultation with the students parent. It is important to inform parents about assessments and help them to understand the nature of the assessments the process their child will go through as well as the benefits and possible outcomes. This will ensure that they can make informed decisions about whether to consent to the assessments.

6.

Consolidate and Record Information

6. Consolidate and Record Information Assessments should be checked against information gathered from other sources to determine whether the other information supports the patterns revealed by the assessments. Discrepancies should also be examined. Information about the students current level of achievement, strengths, and interests, as well as the results of standardized tests, should be recorded in the IEP. The information recorded about the students current level of achievement should reflect as closely as possible the grade level, range, or performance level for each program area being developed, so that it can serve as a baseline against which the students progress and achievements in each area can be monitored and evaluated.

PHASE 2: SET THE DIRECTION

1. Establish a Collaborative Approach

A team approach enables all those who have an interest in and responsibility for meeting the students needs to:

develop a thorough understanding of the students strengths, interests, and needs; share information and observations about the students behaviour and learning in a variety of settings; reach consensus about educational expectations for the students learning at school, at home, and in the community, with the support of the students family; reach consensus about the type and level of support required from related support services personnel; suggest appropriate educational methods and interventions;

contribute to decisions about integrating support services into the classroom.

2. Establish Roles and Responsibilities

The Principal Support Services Personnel The Classroom Teacher The Students The Educational Assistant The Parents

The Special Education Teacher

collaborates in the IEP process; provides diagnostic assessments as appropriate to determine the students strengths and needs, if required;

generates ideas and suggestions for program modification or differentiation or accommodations;

provides advice about materials and resources; plans and carries out instructional programs for the student; develops strategies for assessing and communicating the students progress; maintains ongoing communication with the students parents and other teachers.

PHASE 3 develop the iep

Identify and record the students strengths and needs Identify goals and expectations Determine strategies and resources Develop a transition plan

Establish a monitoring cycle

Identify and record the students strengths and needs

Statement of strengths and needs:
This students demonstrates a significant strength in

This student requires significant instructions/support to

Identify goals and expectations

Goals Based on strengths and needs of the students. Predictions of what the students should be able to accomplish. Expectations Statements that identify the knowledge and skills the student should develop or be able to demonstrate.

This student will

Determine strategies and resources

Identify specific accommodations, human and material resources, and teaching methodologies and strategies required to facilitate the students ability to acquire, store and retrieve knowledge and skills. Indicate the intensity of the support required and who is responsible.

Develop a transition plan

Includes skills and services so that the student with special needs can make more successful transition from one stage of his/her education to another.

Specifies: - specific goals: reflect strengths, needs, and interest. - Actions required. - The person or agency involved. - Timelines for the implementation of the actions.

Establish a monitoring cycle

Identify the criteria for evaluating the program developed for the student; Establish times to monitor and assess the students achievements and progress relative to the expectations and goals set out in the plan; Summarize and record, with dates; Make the necessary adjustments to the students IEP and in the students programming.

PHASE 4: IMPLEMENT THE IEP

1 Share the IEP with the student, parents school staff, and other professional. Put the IEP into practice. Continuously evaluate the students progress. Adjust goals, expectations, and strategies as necessary.

PHASE 5 REVIEW AND UPDATE THE IEP

Questions to consider in reviewing a students achievements and progress: How effective are the strategies and resources selected to support the students learning? Should changes be made? Should new goals be selected and new expectations be creates to reflect more accurately the students changing strengths, needs, and interests? Etc

EXAMPLE OF IEP IN MALAYSIA EDUCATIONAL SETTING

ACADEMIC & SOCIAL ASPECT

STUDENTS NAME : PUVENDRAN A/P KUNASEKARAN SUBJECT : ENGLISH (Reading Skills) PRE-REQUISITE : Able to read small sentences VISION : Able to sharing information and answering questions about the material that he read DATE JOINED : 12 January 2012 STRENGTH : Visual Memory Skills AREA OF NEEDS : Functional Language LEARNING EXPECTATIONS TEACHING STRATEGY ASSESSMENT METHOD

Feb Apr : Increase his Books on CD, Wiggleworks Observation reading skills by listening and then reading alone to one story on the computer May Jul : Share information with the class once per day Communication, role playing Observation, oral responses Test

Aug Oct. : Read one story Independent reading from computer and answer a opportunities, verbal short quiz about the story prompts

STUDENTS NAME : PUVENDRAN A/P KUNASEKARAN SUBJECT : Mathematics PRE-REQUISITE : Able to recognize numbers 1-10, arrange number in ascending and descending order VISION : Able to recognize numbers 11-20 and add numbers within 18 DATE JOINED : 12 January 2012 STRENGTH : Kinesthetic learner AREA OF NEEDS : Functional Mathematics
LEARNING EXPECTATIONS TEACHING STRATEGY ASSESSMENT METHOD

Feb Apr : Recognize numbers from 11-20 in random order May Jul : Able to write mathematical sentence for addition Aug Oct. : Able to add spontaneously addition facts

Flash card, ICT presentation Manipulatives

Observation

Observation

Worksheets

Test

STUDENTS NAME : PUVENDRAN A/P KUNASEKARAN SUBJECT/SKILL AREA : SOCIAL SKILLS PRE-REQUISITE : Able to engage in interactive play with peers VISION : Remain engaging in interaction and prompting from peers DATE JOINED : 12 January 2012 STRENGTH : Positive Attitude AREA OF NEEDS : Social skills with peers LEARNING EXPECTATIONS TEACHING STRATEGY ASSESSMENT METHOD

Feb Apr : verbally and visually share with another student what he wants to play May Jul : Focus on the
speaker during social interactions (giving time to finish thought before asking questions

Role playing, modeling, buddy system

Observation

Verbal and visual prompts Observation, immediate feedback

Aug Oct. : Begin, maintain and end conversation

Role Rehearsal, Visual and verbal prompts

Observation

STUDENTS NAME : PUVENDRAN A/P KUNASEKARAN SUBJECT/SKILL AREA : BEHAVIOR PRE-REQUISITE : Able to improve aggressive behavior VISION : Replace aggressive behaviors with appropriate behavior DATE JOINED : 12 January 2012 STRENGTH : Self regulation AREA OF NEEDS : Behavior skill LEARNING EXPECTATIONS TEACHING STRATEGY ASSESSMENT METHOD

Feb Jun : Transition from activity with limited aggression to self and others

Behavior Management Plan

Observation and Charting

Jun Oct. : Transition Visual support, from activity to activity verbal without agression encouragement

Antecedent + Behavior + Consequences (ABC) chart

VISUAL PROMPTS

VERBAL PROMPTS

Behavior Plan Chart

ABC Chart

THANK YOU