İZMİR ÖZEL EĞİTİM İŞ UYGULAMA MERKEZİ

3rd Short Term Joint Staff Training 7th-11th November

2016INDIVIDUALIZED

EDUCATION PROGRAM

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What is Individualized Education Plan ?

Individualized education program is a tool which helps families, teachers and other members meet the educational needs of students with special needs.

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What IEP is not?

It is not an individual study paper. It is not a program that concerns only the

teacher. It is not a way of getting rid of problem

students in the classroom. It is not a decision file to label student. It is not a program just focusing on the

academic performance or record table. It doesn’t charge the family and teacher with

extra burden. It is not a study program or homework

demanding more than student’s capability..

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Why should IEP be prepared?

Student with special needs can only benefit from the highest level of service through a healthy IEP preparation process.

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Why we should use IEP

All individuals no matter what type and degree of their disability can learn.

In children, language, problem solving, mental processes, behavioral traits and characteristics of learning may differ from each other

Even children who live in the same environment is different. For example, the same age group students’ physical development and behavioral characteristics may differ in the same class.

The strengths and weaknesses of individual progresses show differences in itself.

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Why we should use IEP

In addition, children's own characteristics and behaviors are different. For example, a person who is very successful in sporting events may fail in artistic activities. BEP takes into consideration the differences for individual development

To make the program more effective meaningful and continuous relasionships should be established with parents and caretakers of students

Students should be taught necessary skills and expected behaviours they need at home or in the daily life of the community

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BENEFITS OF IEP

Provides appropriate educational services to individuals

Determines appropriate and realistic objectives for the individual,

Reveals whether these objectives are met or not.

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Benefits of IEP for students;

1.For students;

Helps to determine the student’s requirements caused by her/his obstacle and clarify how to fulfil these requirements

IEP prepares individuals to live independently

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Benefits of IEP for parents2.For parents;

It works as a communication mediator between school staff and parents

Also provides equial rights to both sides about the child's needs, what and how these will be provided and what consequences may be encountered.

It provides significant benefits in resolving the disagreements between school and parents

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Benefits of IEP for teachers3.For teachers;

It helps teachers to determine the progress for their intended purposes and allows them to function as an assessment tool.

Sharing classroom environment with people from other disciplines and consultants outside the class allows the teachers develop new alternatives.

It works as a plan and guide for the teachers.

HOW IS IEP PREPARED? IEP preparation has 7 basic

steps;

1. The creation of the team that will prepare individualized education program

2. Determining the level of the child's educational performance

3. Determining the proper educational environment and support services that will be offered in these environments

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HOW IS IEP PREPARED?

4. Preparation of the individualized education program

5. Determining long and short term goals6. Determining appropriate teaching

materials and teaching methods7.For the implementation, monitoring and

preparation of IEP, those who will be responsible for assessing and determining the timetable and how the evaluation will be done should be decided.

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WHO TAKE PLACE IN IEP TEAM?

The board is chaired by the Headteacher or deputy headteacher. Other members are:

an itinerant teacher family Student with special education needs School counselor or psychologist, A teacher charged with preparing educational

programmes Classroom teacher and/or branch teacher of the

student If necessary, a person from diagnostic

monitoring and evaluation team takes place.

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What are the elements of the individualized education program?

Student’s present performance level

Long term outcomes determined by student’s educational level of performance, factors such as age and stage of development

Short-term outcomes for achieving long-term outcomes.

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Special education and support services that can be provided to the student.

A timetable that specifies the evaluation time, what services will be offered to students when to start, continue and end.

The people responsible for the services to be offered to students

Based on objective criteria, by what means and how to evaluate IEP.

What are the elements of the individualized education program?

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Performance level

Prepared on the basis of a detailed evaluation, description of what the student can&cannot do.

To see the progress, description of the performance level is extremely important, because these descriptions and evaluation provides a better understanding of the results.

Also, it allows defining specific requirements and putting student’s priorities in order

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Performance levelThe information should take place at

performance level is:1. Information comparing the student’s

level in a specific area with peer group2. Information indicating what the student can or

cannot do according to student’s program areas

3. Student information indicating the student’s participation of a specific curriculum

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Long and short term outcomes

Long term outcomes:They are the desired behaviours which are expected to be performed by the student at the end of a term or year. They can be named as annual outcomes.

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Factors to be considered in the selection of long-term outcomes

Student’s previous success Student’s present performance level Student’s preferences The applicability of the selected

objectives Student’s primary needs Time dedicated for realization of the

objectives

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Writing the long term outcomes

Long term objectives: Should be consistent with student’s present

performance level. Long-term objectives area should be clearly

defined Long-term objectives should be measurable Long-term objectives should be meaningful Should include short term objectives

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Short term outcomes

They are the outcomes performed by the student in a shorter time between the student's current performance level and long-term objectives

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Writing appropriate objectives

Objectives must be functional Objectives must be realistic and

achievable Behavior should not be limited to

the acquisition level

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INDIVIDUAL TEACHING PLANS (OUTCOMES PLAN)

It is a plan that shows what the student and teacher do for the student to acquire the necessary behaviors in a detailed, clear and explicit manner. Can be prepared daily, weekly or monthly.

Objectives of ITP are short term objectives of IEP.

They are the plans that will guide us on how to teach our short-term goals in order to achieve long-term goals in the IEP.

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STUDENT NAME: A MATHS

Performance level of the student: Communication skills are very good but very weak in the academicskills. Confusing the order of numbers from 1 to 5. Has no concept development.

Long term outcomes: Knows the concepts of 'whole', '' half '', '' quarter ''. Makes rhytmichal counting up to 100. Comprehends the natural numbers..

Short term targets Behaviours Teaching methods Tools/Materials

Evaluation

Comprehends the "whole" concept. Comprehends the “half” entity.

Comprehends the “quarter” entity.Makes rhytmichal counting up to 100.Comprehends 1, 2, 3, 4, 5, 6, 7, 8, 9 natural numbers. Makes practice of cipher writing.

Comprehends "0" natural number.

1.Shows the “whole entity” between two different entities. 2.Shows the picture card of “whole entity” out of two different entities’ picture cards. 3. Tells the "whole" one when two entities or two entity cards are represented. 4. Tells an entity is a “whole” being. 1.Out of two entities shows the “half” one. 2. Shows the picture card of “half entity” out of two different entities’ picture cards. 3. Tells the "half" one when two entities or two entity cards are represented. 4.Says each part of an entity that is divided into two pieces is "half" . 5. Gets a whole from the halves of two peers. 1. Shows the “quarter entity” between two different entities.

2. Shows the picture card of “quarter entity” out of two different entities’ picture cards. 1. Starting from 1counts out up to 5 (10, 20, 30, 40, 50, 60, 70, 80, 90, 100). 2. Starting with a given number counts out up to 10 (20, 30, 40, 50, 60, 70, 80, 90, 100) 3. Starting from 1 counts out up to 5 (10, 20, 30, 40, 50, 60, 70, 80, 90, 100) with objects.1. Shows one object among the sets of.1 (2, 3, 4, 5, 6, 7, 8, 9) different number of objects.2. When the cluster with 1 (2, 3, 4, 5, 6, ,8, 9) object is shown, it says that the number of objects is 1 (2, 3, 4, 5, 6, 7, 8, 9) .1. Writes numbers by looking at the line spacing.2. Writes the numbers in the line range. 1. Shows the non-element cluster among the given clusters.2. Says the element number of an empty set is 0 (zero).

Physical supportVerbal cluesModellingStraight expressionQuestion-answer

Teaching materials:NotebookBookWriting tools

Monthly evaluation will be done.

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STUDENT NAME: B Reading& writing

Performance level of the student : Understands what is said, fulfills the commands, but can not express himself/herself. Sounds like murmuring. Can hold the pencil but it is difficult for the student to sit and make line study because the attention span is very short.

Long term outcomes: Makes visual perception and memory studies. Makes hand-eye coordination studies. Makes preparations for writing. Reads and writes information about himself/herself and his/her surroundings.

Short term targets Behaviours Teaching methods Tools/Materials

Evaluation

Makes visual perception and memory studiesMakes hand-eye coordination studies.Makes preparations for writing.Reads and writes information about himself/herself and his/her surroundings.

1. Tells the name of the object shown.2. Tells the name of the object in the Picture. 3. Puts one-piece jigsaw puzzle into the appropriate space. 4. Puts two-piece jigsaw puzzle into the appropriate space. 5. Puts three-piece jigsaw puzzle into the appropriate space 6. Cuts paper randomly with scissors. 7. Cuts paper with the scissors by going over the lines. 8. Cuts out the drawn pattern with scissor .9. Draws an image by following points on the paper.10. Draws a round between the lines. 11. Draws a horizontal line between the lines.12. Draws a vertical line between the lines.13. Writes the symbols of upper-case letters..14. Writes the symbols of lower-case letters. 15. Reads and writes her/his name. 16. Reads and writes the names of family members. 17. Reads and writes her7his teacher’s name 4. Reads and writes her/his schools name.

Physical supportVerbal cluesModellingStraight expressionQuestion-answer

Teaching materials:NotebookBookWriting tools

Monthly evaluation will be done.

•İZMİR ÖZEL EĞİTİM İŞ UYGULAMA MERKEZİ 2016-2017 ACADEMIC YEAR ANNUAL PLAN AND INDIVIDUAL EDUCATION PROGRAM B. Gonca Suakar Aydan H. Akalin Hüseyin Güneş Special Education Teacher Special Education Teacher Head Teacher

Thanks for your attention…

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