INDIVIDUALIZED EDUCATION PLAN (IEP)

Intellectual Disability- Self-Help Skills

Overview – This IEP has been designed in accordance with the World Health Organisation International Classification of Functioning Disability and Health. In accordance with this approach Disability is defined as an impairment in interaction with a wide range of environmental
barriers. In this IEP, teachers are asked to identify the learner’s impairment in combination with their school environment. The learning barriers should be documented alongside accommodations designed to remove the participation barriers and improve educational success.

SECTION A: PERSONAL INFORMATION

LEARNER/PARENT INFORMATION: DIFFICULTIES (select most relevant): MEETING INFORMATION

DATE OF MEETING _____________

Learner __ Eljhunn Sex Male ___ Difficulty in Seeing DATE OF LAST IEP __NONE______

Birth Date: July 26, 2011 LRN_12345_

Grade/Level _Non-Graded Kinder_ PURPOSE OF MEETING :

Current School Tubod Central Elementary School ___ Difficulty in Hearing ___ Interim IEP**

Address of School Poblacion, Tubod, Lanao del Norte__ ___ Initial IEP

Mother Tongue Spoken_Sinugbuanng Binisaya___ ___ Difficulty in Communicating ___ Term IEP

Address: ________________________ ___ IEP Following 3-Yr Reevaluation**

Learner’sPhone(if there is)__________________________ ___ Difficulty in Moving/Walking ___ Revision to IEP Date_________

Parent/Guardian/Caregiver Elsie T.Jumarito__ ___ Exit/Graduation_____________

Work & Workplace_None____ ___ Difficulty in Concentrating/Paying ___ IEP Revision Without a Meeting:

Landline/Mobile/Cell Phone No.09196796455_Email________ At the request of ___Parent

Mother Tongue Spoken: Sinugbuanng Binisaya_______ Attention ___School

Interpreter or Other Accommodations Needed _ IEP Review Date ________________

_______________________________________________ ___ Difficulty in Remembering/ COMMENTS:

Understanding

______________________________

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 ___ Others (please specify) Down Syndrome

_/ Medical diagnosis (if yes, please attach)

Down Syndrome

IEP TEAM MEMBERS IN ATTENDANCE

Parent/Guardian/Caregiver__Mrs. ABCD School Psychologist**___NONE_________________________________________

*Learner__Student A Guidance Counselor /Designate_________________________________

Principal/School Head_Mrs. Amelita S. Bagol__ School Nurse

Other (name and role) ________________________________________________ _______________________________________________________________

Special Education Teacher ____Teacher SHEENA MARIE S. QUIAPO________ Therapist/Pathologist/Specialist____NONE____________________________

**Regular Education /Receiving Teacher _NONE_______ Other (name and role) Speech/Language Interpreter __NONE_______________________________

*Learner must be invited when transition is discussed.

**The IEP team must include at least one regular education teacher of the learner (if the learner is or may be participating in the regular education environment)

_______________________________________________
Signature over Printed Name of Parent/Guardian/Caregiver:

AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, LEARNER MUST BE INFORMED OF THEIR RIGHTS UNDER THE LAW AND ADVISED THAT THESE RIGHTS WILL BE ENJOYED AT AGE 18.

_/__ Not Applicable (learner will not be 18 within one year

_/__ The learner has been informed of his/her rights under law and advised of the transfer of rights at age 18

Distribution: /_ Learner’s Folder

_/ Parent/Guardian/Caregiver Ed Special Education/Receiving Teacher)

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LEARNER: __________________________________________________________________________________

DATE: _________________________

I. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Results of initial or most recent evaluation and results of school and division assessments:

During the administration of the teacher-made checklist, it was observed that Student A has no eye contact. He gives selective attention to table top activities.

He has no sitting skills and frequently roams around the classroom.

He refuses to follow instruction.

As per Neurodevelopmental Evaluation Result, conducted when he was still 7 years old, the Ability of his Adaptive Skills is at 1-2 years old.

Description of academic, developmental and/or functional strengths:

Student A can indicate need to eat / drink and signals toilet need on time.

Student A can chew and swallow only edible substance.

Student A can hold and drink from cup with both hands,

Student A can sip from glass or cup from straw.

Description of academic, developmental and/or functional needs:

Needs to learn how to open food(snacks) by himself.

Needs to learn how to eat with spoon independently.

Needs to learn how to eat using fork.

Needs to learn how to drink from cup with one hand.

Needs to learn how to table set up.

Needs to learn how to eat with minimal to no spillage.

Parental concerns regarding their child’s education:

Parents want a daily class schedule but due to lack of SPED teachers, the learners are given a M-W-F and T-Th-F class schedules.

Parents want the child to be able to eat independently.

Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities):

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II. CONSIDERATION OF SPECIAL FACTORS

a) Does the learner have difficulty relating with people which impedes his/her learning or the learning of others? No Yes
◻ ◻

b) If yes, consider the appropriateness of developing a Behavior Intervention Plan.

Behavior Intervention Plan developed? No Yes

◻ ◻

Refer to Behavior Intervention Plan for additional information.

Does the learner have difficulty in Moving/Walking?

No Yes
◻ ◻

If yes, consider the mobility needs as related to the IEP and describe below.

Does the learner have difficulty in seeing or with blindness/visual impairment? No Yes
◻ ◻

If yes, provide for instruction in Braille and the use of Braille, unless the IEP Team determines that instruction in Braille is not appropriate for the learner after an evaluation of the learner’s reading and writing skills, needs, and appropriate reading and writing media, including evaluation of future

needs for instruction in Braille or the use of Braille. Describe below.

Does the learner have difficulty in communicating? No Yes

◻ ◻

If yes, consider the communication needs and describe below.

Does the learner have difficulty in concentrating/paying attention? No Yes

◻ ◻

If yes, consider the attention span needs and describe below.

Does the learner have difficulty in remembering/understanding? No Yes

◻ ◻

If yes, consider the understanding needs and describe below.

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Does the learner have difficulty in hearing or Is the learner deaf or hard of hearing? No Yes
◻ ◻

If yes, consider and describe the learner’s language and communication needs, opportunities for direct communication with peers and professional personnel in the learner’s language and communication mode, academic level and full range of needs, including opportunities for direct instruction in

the learner’s language and communication mode. Describe communication needs below.

Does the learner need assistive technology devices or services? No Yes

◻ ◻

If yes, describe the type of assistive technology and how it is used. If no, describe how the learner’s needs are being met in deficit areas.

Does the learner require alternative format for instructional materials? No Yes
◻ ◻

If yes, specify format(s) of materials required below.

Braille Large type Auditory Electronic text

◻ ◻ ◻ ◻

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SECTION B: DIFFICULTIES, BARRIERS AND ENABLING SUPPORTS

DIFFICULTY (enter all areas of difficulty) ENVIRONMENTAL BARRIERS (describe each factor restricting participation) ENVIRONMENTAL FACILITATORS (describe each factor enabling participation ACCOMMODATIONS (list items, staff resources and
in response to barriers) infrastructure changes required to enable participation)

Self-help Skills:

Eats independently
- Model skill to child
-over protective parents and other family members/ too much assistance - fading assistance from the parents and other family members
-uses spoon -Allow prompting
-constant practice in school and at home
-uses fork - lack of recognition from adults of child's achievement -Give minimal to no assistance until child reaches
-close supervision to practice the skills at home independence
-drinks from cup with one hand -lack of opportunity for the child to practice the skill at school and at home

-sets up table

-eats with minimal to no spillage

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Sample

DIFFICULTY (enter all areas of difficulty) ENVIRONMENTAL BARRIERS (describe each factor restricting participation) ENVIRONMENTAL FACILITATORS (describe each factor enabling participation ACCOMMODATIONS (list items, staff resources and
in response to barriers) infrastructure changes required to enable participation)

Difficulty seeing 1. Printed text books (.4) 1. Braille text books (+4) All text books to be transcribed into Braille

2. Printed exam papers (.4) 2. Braille exam paper and use of computer with screen reader (+4) All exam papers to be transcribed into Braille
School desktop computer with screen reader
Separate exam room
Exam supervisor

3. Writing with pen / pencil and paper (.4) 3. Laptop computer with screen reader (+4) Laptop computer
Screen reader
Headphones
Adaptive technology training

Difficulty moving/walking 1. Travelling between home and school (.3) 1. Buddy to provide sighted guide each day to and from school. School Buddy

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 2. Unmarked paths on school grounds. 2a. Tactile indicators on school grounds Tactile indicators
2b. Orientation and Mobility training to support independent movement. Orientation and Mobility training

3. Team Sport (.4) 3. Provision of modified team sport activities and classmate training to support School buddy
participation (+4)

Selection of Barriers and Qualifiers for Environmental Barriers and Facilitators (taken from ICF)

DIFFICULTIES (select all relevant categories) Qualifier for Environmental Barriers Qualifier for Environmental Facilitators

Seeing .0 No barrier +1 Mild facilitator

●
.1 Mild barrier +2 Moderate facilitator
Hearing
● .2 Moderate barrier +3 Substantial facilitator
.3 Severe barrier +4 Complete facilitator
Communicating
● .4 Complete barrier +8 Facilitator, not specified
.8 Barrier, not specified +9 Not applicable
Moving/Walking
● .9 Not applicable

Concentrating/Paying Attention
●
Remembering/Understanding
●

SECTION C: STUDENT GOALS

To support identification of learner goals, also confirm:

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 What opportunities are available at the school to support learner goals?
●
What are the student interest areas?
●
-
What disability-specific skills does the learner need to develop to support their participation / attainment of goals?
●
- sitting skills

Goals: Student A will be able to eat independently.

INTEREST GOAL INTERVENTIONS TIMELINE INDIVIDUALS RESPONSIBLE REMARKS PROGRESS / NEXT STEPS

- teach one component of the skill at a time. 3 months -SPED teacher Constant practice and Participation in the school level
-uses spoon monitoring of learned skills sports competition
-Use demonstrations of a skill to be learned.

-uses fork -Parents/ Guardian

-have the student begin practice immediately

-drinks from cup with one hand after viewing a demonstration.

-sets up table -Provide ample opportunities to practice each

skill in school and at home

Playing -eats with minimal to no

spillage -Provide appropriate, positive feedback, and

praise often.

- Plan practice, drills and games so that the

student has many successful experiences and

minimal negative experiences

-Monitor child’s progress in each skill

Sample

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 INTEREST GOAL INTERVENTION TIMELINE INDIVIDUALS RESPONSIBLE REMARKS PROGRESS / NEXT STEPS

Independent mobility Independent travel Weekly mobility training 3 months

from home to school

Reading Reading Braille Braille training 6 months

SECTION D: STUDENT TRANSITION

This section is for students exiting the school environment and transitioning into work.

INTEREST WORK OPPORTUNITIES INTERVENTIONS / TRANSITION SKILLS INDIVIDUALS RESPONSIBLE REMARKS

Prepared by:

SHEENA MARIE S. QUIAPO

SPED Teacher I

Tubod Central Elementary School

Division of Lanao del Norte

Region X - Northern Mindanao

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