Name: Alex Johnson

Diagnosis: Attention Deficit Hyperactivity Disorder (ADHD)

Age 11
Grade: 6th
School: Taguig Central High School
Academic Skills
Social Skills: Alex is outgoing but sometimes interrupts others and has difficulty waiting his turn.
Attention: Alex often has difficulty sustaining attention in tasks and is easily distracted by external stimuli.
Behavior: Impulsive behaviors are noted, especially in unstructured settings like recess.
Annual Goals
Academic (Writing): Improve writing skills, specifically in organizing thoughts and staying on task to complete
assignments.
Social Interaction: Enhance social skills by practicing active listening and turn-taking in conversations.
Attention Management: Increase the ability to sustain attention on tasks for longer periods without distraction.
Behavioral: Reduce impulsive behaviors and increase self-regulation strategies in unstructured environments.
Special Education Services
Resource Room: Access to a resource room for focused writing tasks and organizational skills training.
Behavioral Therapy: Weekly sessions with a school counselor focusing on impulse control and self-regulation strategies.
Related Services
Occupational Therapy: Bi-weekly sessions to develop strategies for attention and focus.
Supplementary Aids and Services
Fidget Tools: Access to discreet fidget tools to help sustain attention.
Graphic Organizers: Use of graphic organizers for writing assignments.
Participation with Non-disabled Children
Alex will participate in all general education classes with support as needed. Inclusion in all extracurricular activities.
Accommodations and Modifications
Extended Time: Additional time for tests and assignments.
Preferential Seating: Seating near the front of the class to minimize distractions.
Breaks: Scheduled or as-needed breaks during classes to manage attention and focus.
Progress Monitoring
Social Skills: Teacher and counselor observations with bi-weekly check-ins.
Attention and Behavior: Continuous monitoring by teachers and occupational therapist, with regular updates every six
weeks.
Skills for Begin discussing and planning for the transition to high school, focusing on organizational and
Primary/Secondary study skills.
Education

Academic Assessment through graded writing assignments and teacher feedback.

Social Skills: Regular feedback from teachers and peers.
Attention and Behavior: Observations and reports from teachers, counselors, and occupational therapist.
Review and Modification
The IEP team will meet every six months to review Alex’s progress and make necessary adjustments. Additional reviews may
occur upon request from teachers or parents.
Name
Year Level/Course

Filed Related Work

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Age:
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Academic Personal Reflection

Picture “Title”

200 words
Last Name First Name Middle Name Title Special Page Number
Needs/Disability
ASUNCION MA. KASANDRA ALIVIO
CHRISTINA
BACANI KRIZA BAUTISTA
BASAS CHELSEA BALLOS
BELARO ALEXZANDRA VALLE
BOLA MARIA SOPHIA MANLANGIT
BRAGANAZA JASMIN OQUIN
BUNAGAN DEBORAH CABILDO
CABAS MAYO GALILEE TONGPO
CABIDES KASHMIR PATRICIO
LORRAINE
CATAINA LEA MICAELA MARQUEZ
CERBO JESSA LOU
CERDA DIANA FATIMA MOJERES
CRUZ RHAINIER DE BORJA
DEMILLO NORMMY ARANGUES
DEMOCRITO JANELLE REFIL
DIODOS RHEA ANN MARIE DAGUINOTAN
ELTAGON HEZEL MAE VILBAR
ESTOLE FELICITY CISCAR
GANAY LORIE JANE NAVEJAS
GARBIN MARIA ANGELICA CRUZ
GARCIA MERLYN JOHN MARCELO
GUIOMLA BAIRIZA TAYUAN
HERRERO JOVEL ALORAN
LOPEZ NICAELA PANGILINAN
LUCERO SHEILA MAY GARGAR
MARCAIDA ROSFER JOY LEGARDE
OMNES MICAH TANGYAN
PALMA MONICA ROQUE
PANDONG JAYSON TALON
PARREÑO MIKKA REGIO
PEÑA CEVASTIAN CORDERO
DANIEL
PERGIS MA. KIM ZYRA LITA
POJAS MARY ROSE TAPAYA
PRADO ALLYZA LIBA
ANTOINETTE
SALUDEZ LHOVE JOY ORPIA
SICO VILLA DEVINE SISO
RAED
SIDDAYAO CARLA PANULAYA
SULTAN ALEXANDER ADRIANO
TALAMAN NADHENE CLAIRE JAMIH
VERGARA AIZELLE MAE OBIS

Introduction
 The introduction presented here focuses on a specialized project: the creation of Individualized
Education Plan (IEP) documentation for students with special needs, undertaken by Bachelor of
Secondary Education (BSED) English students at the Polytechnic University - Taguig Branch. This
initiative is a key component of their coursework in the subject of Foundation of Special and Inclusive
Education, framed within the context of Outcome-Based Education (OBE).
The primary goal of this project is to develop IEPs that are tailored to meet the unique
educational needs of students with special needs. IEPs are comprehensive documents that outline
customized learning objectives, teaching strategies, and support services necessary for each student.
The BSED English students, through their training and expertise in language and communication, are
uniquely positioned to contribute to the effective formulation and articulation of these plans.
This documentation process, guided by the principles of OBE, focuses on achieving specific,
measurable educational outcomes. The students engage in detailed assessments of the individual
needs of students with special needs, ensuring that the IEPs are designed to facilitate the
achievement of specific learning goals. This approach emphasizes the practical application of
theoretical knowledge in special education, aiming to produce tangible improvements in the
educational experiences of these students.
Throughout this project, the BSED students employ various methods, such as interviews with
special education professionals, analysis of case studies, and review of current best practices in
special education. This comprehensive approach ensures that the IEPs are not only aligned with
educational standards but are also responsive to the evolving needs of students with special needs.

The documentation produced by the BSED English students serves as an invaluable resource
for educators and policy-makers, offering insights into the effective implementation of IEPs within an
outcome-based educational framework. It highlights the critical role of personalized education plans in
fostering an inclusive and supportive learning environment for students with special needs.

In summary, this project by the Polytechnic University - Taguig Branch’s BSED English
students is a significant contribution to the field of special and inclusive education. It underscores the
importance of integrating outcome-based strategies in the development of IEPs, ensuring that every
student with special needs has access to a quality education that is tailored to their individual
requirements and learning objectives.

Foundation of Special and Inclusion Education

IEP Documentation
Front Page