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IEP_DIKSHA_AGRAWAL

The document outlines the Individualized Education Program (IEP), detailing its meaning, purpose, legislative history, and the multidisciplinary approach required for effective implementation. It includes components of an IEP such as background information, assessment of functioning, goal setting, and evaluation methods. Additionally, a case study of a child named Anshika is presented, highlighting her background, challenges, and management strategies.

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0% found this document useful (0 votes)
16 views32 pages

IEP_DIKSHA_AGRAWAL

The document outlines the Individualized Education Program (IEP), detailing its meaning, purpose, legislative history, and the multidisciplinary approach required for effective implementation. It includes components of an IEP such as background information, assessment of functioning, goal setting, and evaluation methods. Additionally, a case study of a child named Anshika is presented, highlighting her background, challenges, and management strategies.

Uploaded by

saba.pg25960
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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INDIVIDUALIZED

EDUCATION
PROGRAM
(IEP)

DIKSHA AGRAWAL
B.Ed. - SPECIAL EDUCATION (ID)

BATCH OF 2019-2021

LADY IRWIN COLLEGE,


UNIVERSITY OF DELHI
INDEX

S. NO. TOPIC
1. IEP-
• Meaning
• Definition
• Purpose
• Legislative History
• Multi-Disciplinary Approach in IEP
• Some Points to Remember

2. Components of IEP-
• General background information about the child
• Assessment of current level of functioning in specific skills
• Goals and short-term objective
• Methods and material to achieve the objective
• Evaluation

3. Case Studies-
1. Case Study 1 –Anshika

• Case History Proforma


• Case History Pro forma Summary
• Assessment Form (MDPS)
• Assessment Form Summary
• Home Visit Report
• MDPS Behavioural Profile Table
• Prioritization of Goals along with 1 Goal and 3 Skills in each area
• Management Plan
• Task Analysis
• Task Analysis Record Form (Part A and Part B)

4. Conclusion
INDIVIDUALIZED EDUCATION PROGRAM (IEP)

What is an I.E.P.?

An I.E.P., or “Individualized Education Program,” is a written plan that describes the unique needs of a
child who is eligible for special education and explains the specific services that the school will
give the child.

An I.E.P. is a legal document that describes exactly what special education services your child will receive
and why. It will include your child’s eligibility, present level of performance, services, goal and
objectives. The I.E.P. is decided at an I.E.P. meeting. The program must be designed to meet your Child’s
unique needs.

The IEP is a written plan prepared for a named student. It is a record of what is being agreed as ‘additional
to’ and ‘different from’ the usual differentiated curriculum provision that is provided by every
class/subject teacher. The collaborative nature of the process, through the involvement of teachers,
parents, other professionals and the students himself/herself facilitates the creation and development of a
working document, enabling true inclusion of students.

Definition of an I.E.P.:

I.E.P. is a management tool designed to ensure that in school Children with Special
Needs receive the special education and related services appropriate to their needs. I.E.P.
remain the corner stone of every educational programme planned for each student with disability.
I.E.P. is a written statement for a student with exceptionality that is developed, reviewed and revised on a
regular basis.

Purpose:

To cater different and unique needs


-Of individual differences
-And within groups of children

Legislative History:

The Education for All Handicapped Children Act (Public Law 94-142) was:
-Signed into law on- November 29, 1975
–By President Gerald Ford

Another law, PL 99-457, ensures appropriate services to young children from birth to 2 years.
However, the framework for the provision of early intervention services in PL 99-457 remains similar in
many ways to that of PL 94-142. Both laws state that free and appropriate services should be provided
to Children with Special Needs.

The vehicle by which such services are provided is an individually designed and written programme of
services developed by a committee including parents and safe-guarded by a system of due process.

The main purposes of the act are:

-To assure free appropriate public education which emphasizes special education and related services
designed to meet their unique needs.
-To see that the rights of handicapped children and their parents or guardians are protected.
-To assist states and localities to provide for the education of all handicapped children.
-Assess and assure the effectiveness of efforts to educate handicapped children.

This act later was amended to be called as Individuals with Disabilities Education Act (IDEA) 1990 to
accommodate new and more aspects with changing trends.

Multidisciplinary Approach in I.E.P.:

Majority of I.D. children require services from more than one discipline such as special education,
psychology, speech therapy and medicine. Therefore, there should be a multidisciplinary
approach to the I.E.P.
Multidisciplinary means two or more disciplines represented or contributing to a common objective.
In other words, I.E.P. must contain programme in physiotherapy, occupational therapy,
Speech Therapy and behavioural management in addition to special education if child require those
services.

Points to Remember:

• The primary focus of an IEP is on the student – that it is individualized and student-centred. It
reflects the needs of the student, detailed priority learning needs and SMART targets and set out a
specific timeframe.
• An IEP is inclusive – the IEP should show how the student has access to, participation in and benefit
from the educational provision.
• An IEP is holistic and looks at the whole student. It should include pupil strengths, needs and
abilities.
• Collaboration is the key to a successful I.E.P. Collaboration involves a whole-school approach
(principal, teachers), other relevant professionals, the parents and the pupil where possible.
• An I.E.P. should be accessible to all the relevant stakeholders and written in clear, jargon
(characteristic or typical) free language.
• The principal has overall responsibility to ensure that the various elements of the I.E.P. are
implemented.

Components of I.E.P.:
• General background information about the child.
• Assessment of current level of functioning in specific skills.
• Goals and short-term objective.
• Methods and material to achieve the objective.
• Evaluation.

Components of I.E.P. in detail:

1.General background information about the child –


This data is collected when the child is brought to the school.

-The information should be collected in the following areas:


• Family background
• Details about siblings
• Socio-economic status
• Pre-natal, natal and post-natal history
• Developmental history
• Other relevant factors.
2.Assessment of current level of functioning in specific skills

Assessment is the process of gathering and analysing information in order to


make instructional/administrative and/or guidance decision about or for
an individual. (Wallace, Larson and Elkinson)

Assessment is the most important component of I.E.P. because the whole programme depends
on the assessment.

Norm referenced test (NRT) & Criterion referenced test (CRT)

Norm Reference Test


N.R.T. is a standardized measure. Standardized test is a test in which the administration, scoring and
interpretation procedures are set.
Eg: Intelligence Test, Achievement Test.

Criterion Reference Test


C.R.T. compares student’s performance to a fixed criterion.
In other words, C.R.T. is concerned with whether a child perform a skill as per the criteria set or not.
Example: Teacher made test.

The assessment of the current level of functioning of the child must include:
Motor skills: Gross Motor, Fine Motor
Self Help Skills: Feeding (eating), Meal Time Activities, Toileting, Dressing, Grooming
Language Skills: Receptive language, Expressive language
Social Skills
Academics Skills: Reading, Writing, Number, Time, Money
Measurement
Domestic Skills (Skills performed in and around home)
Community Orientation Skills
Recreational Skills
Vocational Skills

3.Setting of goals
An annual goal represents9 the achievement anticipated for a child in an academic year. It is
a prediction.
Goals represents the developmental areas or domains.
Example: Rani will read English alphabet.
(Annual Goal)

Consideration to select Annual Goal


• Child's Past Achievement
• Present Level of Performance
• The practicality of the goals chosen
• Ability of the child
• Needs of the child
• Functionally Relevant Goals
• Priority Needs of the child
• Amount of time required
• Parental involvement
• Teachers' ability

Short Term Objectives


S.T.O. are the breaking down of annual goals in to similar units.
S.T.O. are the specific curricular area derived from the goal which a teacher expects her/his student to learn
over a period of short duration.
Writing behavioral objectives
Under what conditions will this behaviour? (Condition)
Who is the person affected? (Person)
What is the behavioural in question? (Behaviour)
What level of performance is expected? (Criterion Level)

Condition
Specify the conditions under which the behavior will occur. -When shown
ten animal pictures Ram will identify them.
-When given a straight line drawn on floor.
Ram will walk in daily routine.
Maya will pick up dirty clothes.

Person to be Trained
Name the person to be trained.
E.g., Ram, Gopal, Kamal.

Behavior
Describe the behaviour that you intend to develop, strengthen, modify or eliminate in observable and
measurable terms.

Observable Not Observable


To draw To know
To select To understand
To write To concentrate
To point To discover
To count To recognize
To walk To think
To wash To learn
To fold To feel
To be aware
To appreciate

Expected level of Performance

For how long do you want Ram to do? How many times do you want him to do? How often do you want
him to do? How well do you want him to do?
Maya will bounce the ball for one minute.
Without being reminded Maya will sweep the floor once in 5 days out of 6 days.

Deadline

Indicate the period of time it will take for the objective to be achieved. Such a deadline enables the staff to
plan the activities to achieve the behavioral objective in the specified time, it
also determines when the evaluation is to be done.

Examples of Short-Term Objectives

• When asked Sridhar will crawl a distance of five feet or more after September 12.
• When told Karim will take off his shirt eight out of ten times on or before October 15.
• When needed Pradeep will tie shoe laces in three minutes after 3 months.
• When told Manohar will rote count one to ten without error in fifty trials.
4.Evaluation

In order to measure the student’s performance in terms of predetermined set of objectives evaluation is
necessary. While evaluating the child for progress following must be kept in mind:
There should not be biasness on the part of the teacher.
The evaluation must be quantitative and qualitative.
There should be provision for written and verbal reports of the results.
The evaluation must be continuous and should lead on to further planning of programs for the child.

-x-

CASE STUDY
(CASE 1)
CASE HISTORY PROFORMA- 1

Reg. No of the Child in the School: NA Admission No: NA


Referred by: Diksha Agrawal Date: 15 April 2021

SECTION - I. IDENTIFICATION DATA

Name of the Child: Anshika


Age: 11
Date of Birth: NA
Gender: Female
Father’s Name: Rakesh Kumar
Father’s Occupation: Purchasing/Retail
Mother’s Name: Soni
Mother’s Occupation: Housewife
Present Address & Phone No.: Raghubir Nagar, TC Camp House No: 1164 (Subhash Nagar)
Permanent Address & Phone No.: As stated above
Total Family Income / Month: 12,000 /- ~ 15,000/-
Socio – Economic Status of the family: Lower Middle Class
Area: Semi-Urban
Languages Spoken: Hindi

SECTION – II

i.Informant Name & Relationship with the case: Paternal Uncle


ii.Present complaints (As reported by parents or informants): Epilepsy, Difficulty in
Understanding, Delayed Response
iii.Age at which the problem was recognized: 7 years
iv.Previous interventions (Nature of interventions, duration & Consequence to be listed in
chronological order): NA

SECTION - III. CHILDHOOD HISTORY


a. Prenatal
i.Whether gone for antenatal check-ups: NA
ii.Age of parents at conception: NA
iii.Exposure to X-Ray: NA
iv.Attempted Abortion: No
v.Threatened Abortion: No
vi.Foetal movements: NA
vii.Drug in take: NA
viii.Any health problem during pregnancy (Specify): NA

b. Natal
i) Full term / Premature / Post mature: Full Term
ii) Delivery: Hospital (Normal)
iii) Labour: Prolonged
iv) Abnormal Presentation: Transverse
v) Prolapsed Cord / Cord around the neck: No vi)
Birth Cry: Delayed
vii) Jaundice: No
viii) Infections: No
ix) Birth Weight: 3 kgs
x) Twins: No
xi) Excessive bleeding:
xii) Swallowing or sucking difficulty: No
xiii) Excessive Crying: No

c. Post Natal
1. Colour of the baby: NA
2. Respiratory distress: NA
3. Malnutrition: NA
4. Jaundice: NA
5. Trauma: NA
6. Infections: NA
7. Convulsions: NA
8. Any Other: NA
9. Any significant problem after 3 months: NA

d. Immunization History

i) Not immunized / partially immunized / Fully immunized: NA


ii) Developmental mile stones: Delayed as well as Remark
iii) Responds to name / voice (1-3 months): NA
iv) Smiles at others (1-4 months): NA
v) Holds head steady (2-6 months): NA
vi) Sits without support (5-10 months): NA
vii) Stands without support (9-14 months): NA
viii) Walks independently (10-20 months): NA
ix) Talks in 2–3-word sentences (16-30 months): NA
x) Eats / drinks by self (2-3 years): NA
xi) Tells his/her name (2-3 years): NA
xii) Has toilet control (3-4 years): NA
xiii) Avoids simple hazards (3-4 years): NA
xiv) Emotional and behavioural problems: NA

IV. SCHOOL HISTORY


Attended / not attended / discontinued: Attended
i.Nature of School: INCLUSIVE (Roseville School)
ii.Attendance: Regular
iii.Frequency and reasons for change of School: - Epilepsy
iv.Scholastic performance: Before Epilepsy (Average)
v.Peer Group Adjustment: Favourable
vi.Any other information: No

V. PLAY

i.Prefers to play alone: No


ii.Plays most of the time: Yes
iii.Plays games governed by rules: Yes
iv.Indifferent / Enjoys play: Enjoys play
v.Plays with Older / Younger / Peer group: Plays with Older, Younger as well as
Peer groups
vi.Behaviour at play in group situations: Positive (Normal)
vii.Leisure time activities: Watches television (Cartoons), Colouring, Indoor (Preferred) &
Outdoor Games (Limited)

VI. SEXUAL HISTORY

i.Attend Menarche: Not Applicable


ii.Age: N/A
iii.Regularity of Menstrual period: N/A
iv.Ability to attend menstrual hygiene: N/A
v.Record the abnormal sexual behaviours (If any): No

VII. FAMILY HISTORY

i.Pedigree Chart:
ii.Type of Family: Joint
iii.Consanguinity: Unrelated
iv.Family history of Mental Illness, Epilepsy, Intellectual Disability and others: NO

VIII. SOCIAL ENVIRONMENT

i.Neighbourhood Interaction: Yes (Good)


ii.Family Environment: Supportive
iii.Participation in Socio-Religious activities: NA

IX.MANAGEMENT PROBLEMS WITH REGARD TO THE CASE

Delayed Response and Understanding, Reading: Can't read effectively. Writing: Can write her name and
alphabets. Number: She is able to do addition and subtraction problems but takes a lot of time. Time: Can't
tell time. Money: She recognises the coins and notes but isn't able to calculate. Fine motor activity: Can
write effectively, but finds it hard to colour within the line.

X.MISCONCEPTIONS
No

XI. EXPECTATIONS

To see their daughter independent and happy, fulfil her potential, able to remember things, able to study
properly, and get married.
XII. MANAGEMENT PLAN

Assess the case/subject by focussing on het strengths and especially on his weaknesses hence turning it into
one of her strengths.

Signature: DIKSHA Date: 15 April, 2021

-x-

CASE HISTORY PRO FORMA SUMMARY


Reg. No. of the Child in the School:
Admission No:
Referred by: Diksha Agrawal

SECTION - I. IDENTIFICATION DATA

Name of the Child is Anshika. She is 11 years of age. Her Gender is male. Her Father’s Name is
Rakesh Kumar and his Occupation is of a Businessman. On the other hand, her Mother’s Name is Soni
and she is a Housewife.
Her Address is Raghubir Nagar, TC Camp House No: 1164 (Subhash Nagar). Her Total Family
Income / Month is 12000/- -15,000/-. Her Socio – Economic Status of the family is Lower Middle Class
and she lives in a Semi-Urban area. She speaks in Hindi.

SECTION - II.

Name of the informant is the Sunil Kumar who is giving information about the case. Sunil’s present
complaints with regard to his niece is that she gives delayed response and has trouble in understanding.
The problem was recognized around 7 years of age, when she got her first epilepsy attack and
so her previous interventions include Roseville School which further recommended Inspiration NGO.

SECTION - III. CHILDHOOD HISTORY

a) Prenatal - Prenatal history is not available


b) Natal - Natal history is not available
c) Post Natal - Post Natal History is not available.
d) Immunization History: Immunization history is not available.
e) Developmental mile stones: Delayed as well as Remark
She did not respond to name / voice at 1-3 months. He smiled at others and was also able to
hold head steadily at 2-6 months. He could sit and stand without support but was not able to walk
independently. He was not able to talk in 2–3-word sentences, eats / drinks by self, tell his
name. He had toilet control but was also not able to avoid simple hazards at 3-4 years.
f) Emotional and behavioural problems:
No emotional and behavioural problems were recognized in School setting whereas home data is
unavailable.

IV. SCHOOL HISTORY

She has and is still attending Special (Inspiration Ngo) School. His attendance is
regular. He cannot hear nor speak but his scholastic performance is average.
V. PLAY

She loves to play most of the time and prefers to play indoors. She is scared of using swings. She can
play simple games governed by rules like Ludo. She enjoys play and plays with Older, Younger as well as
Peer groups. Her behaviour at play in group situations is quite Positive (Normal) and his leisure time
activities includes playing watching cartoons, indoor games, playing with her cousins and colouring.

VI. SEXUAL HISTORY


NA

VII. FAMILY HISTORY

i.Pedigree Chart: NA
ii.Type of Family: She lives in a joint family.
iii.Consanguinity: Her parents had no consanguineous marriage as they were Unrelated.
iv.Family history of Mental Illness, Epilepsy, Intellectual Disability and others: No Prior history of
epilepsy or ID in the family.

VIII. SOCIAL ENVIRONMENT

Her Neighbourhood Interaction is friendly. Her Family Environment is Supportive.

IX. MANAGEMENT PROBLEMS WITH REGARD TO THE CASE

Delayed Response and Understanding, Reading: Can't read effectively. Writing: Can write her name and
alphabets. Number: She is able to do addition and subtraction problems but takes a lot of time. Time: Can't
tell time. Money: She recognises the coins and notes but isn't able to calculate. Fine motor activity: Can
write effectively, but finds it hard to colour within the line.

XI. MISCONCEPTIONS

No, her parents/family never had any misconceptions.

XI. EXPECTATIONS

To see their daughter independent, able to remember things, able to study properly, etc.

XII. MANAGEMENT PLAN

Assess the case/subject by focussing on her strengths and especially on her weaknesses hence turning it into
one of her strengths.

-x-
(MDPS)- MADRAS DEVELOPMENTAL PROGRAMMING SYSTEM
(BEHAVIORAL SCALE)
(SECONDARY)

(11-14 YEARS)

S. No. GROSS MOTOR ACTIVITIES


of the Activity

1. A
2. A
3. A
4. A
5. A
6. A
7. A
8. A
9. A
10. A
11. A
12. A
13. A
14. A
15. A
16. A
17. A
18. A
19. A
20. A
(20/20) X 100 = 100%
S. No. FINE MOTOR ACTIVITIES
of the Activity

1. A
2. A
3. A
4. A
5. A
6. A
7. A
8. A
9. A

10. B
11. B
12. A
13. A
14. B
15. B
16. B
17. A
18. A
19. B
20. B
(13/20) X 100 = 65%
S. No. MEAL TIME ACTIVITIES
of the Activity

1. A
2. A
3. A
4. A
5. A
6. A
7. A
8. B
9. B
10. A
11. A
12. A
13. A
14. A
15. A
16. B
17. A
18. A
19. A
20. A
(17/20) X 100 = 85%

S. No. DRESSING
of the Activity

1. A
2. A
3. A
4. A
5. A
6. A
7. A
8. A
9. A
10. A
11. A
12. A
13. B
14. A
15. B
16. B
17. B
18. B
19. A
20. A
(15/20) X 100 = 75%
S. No. GROOMING
of the Activity

1. A
2. A
3. A
4. A
5. A
6. A
7. B

8. A
9. A
10. A
11. B
12. A
13. A
14. A
15. A
16. A
17. B
18. B
19. B
20. A
(15/20) X 100 = 75%
S. No. TOILETING
of the Activity

1. A
2. A
3. A
4. A
5. A
6. A
7. A
8. A
9. A
10. A
11. A
12. A
13. A
14. A
15. A
16. A
17. A
18. B
19. A

20. B
(18/20) X 100 = 90%
S. No. RECEPTIVE LANGUAGE
of the Activity

1. B
2. B
3. B
4. A
5. A
6. A
7. B
8. A
9. B
10. A
11. B
12. A
13. A
14. B
15. B
16. B
17. B
18. B
19. B
20. A
(08/20) X 100 = 40%
S. No. EXPRESSIVE LANGUAGE
of the Activity

1. A
2. A
3. A
4. B
5. B

6. B
7. A
8. A
9. A
10. B
11. B
12. B
13. A
14. B
15. A
16. B
17. B
18. B
19. B
20. B
(08/20) X 100 = 40%
S. No. SOCIAL INTERACTION
of the Activity

1. A
2. A
3. A
4. A
5. A
6. B
7. B
8. B
9. B
10. A
11. B
12. A
13. A
14. A
15. B
16. A
17. B

18. B
19. B
20. B
(10/20) X 100 = 50%
S. No. READING
of the Activity

1. A
2. A
3. B
4. B
5. B
6. B
7. B
8. B
9. B
10. B
11. B
12. B
13. B
14. B
15. B
16. B
17. B
18. B
19. B
20. B
(02/20) X 100 = 10%
S. No. WRITING
of the Activity

1. A
2. A
3. A

4. B
5. B
6. A
7. A
8. B
9. B
10. A
11. B
12. B
13. B
14. B
15. B
16. B
17. B
18. B
19. B
20. B
(06/20) X 100 = 30%
S. No. NUMBERS
of the Activity

1. B
2. B
3. A
4. A
5. A
6. A
7. B
8. B
9. B
10. A
11. B
12. B
13. B
14. B
15. B

16. B
17. B
18. B
19. B
20. B
05/20) X 100 = 25%
S. No. TIME
of the Activity

1. A
2. A
3. B
4. B
5. B
6. B
7. B
8. B
9. B
10. B
11. B
12. B
13. B
14. B
15. B
16. B
17. B
18. B
19. B
20. B
(02/20) X 100 = 10%
S. No. MONEY
of the Activity

1. A

2. A
3. B
4. A
5. B
6. B
7. B
8. B
9. B
10. B
11. B
12. B
13. B
14. B
15. B
16. B
17. B
18. B
19. B
20. B
(03/20) X 100 = 15%
S. No. DOMESTIC ACTIVITIES
of the Activity

1. A
2. A
3. A
4. A
5. B
6. B
7. B
8. A
9. B
10. B
11. B
12. B
13. A

14. A
15. B
16. B
17. A
18. B
19. B
20. B
(08/20) X 100 = 40%
S. No. COMMUNITY ORIENTATION
of the Activity

1. A
2. A
3. B
4. A
5. B
6. B
7. B
8. B
9. A
10. A
11. B
12. B
13. A
14. B
15. B
16. A
17. B
18. B
19. B
20. B
(07/20) X 100 = 35%
S. No. of the RECREATION, LEISURE TIME ACTIVITIES

Activity
1. A
2. A
3. B
4. A
5. B
6. B
7. A
8. A
9. B
10. B
11. B
12. A
13. B
14. B
15. B
16. A
17. A
18. B
19. B
20. B
(08/20) X 100 = 40%
S. No. VOCATIONAL
of the Activity

1. A
2. A
3. A
4. A
5. B
6. A
7. A
8. B
9. B
10. B
11. B
12. B
13. B
14. B
15. B
16. B
17. B
18. B
19. B
20. A
(07/20) X 100 = 35%

-x-

1st ASSESSMENT FORM SUMMARY

GROSS MOTOR ACTIVITIES

S. No. STRENGTHS WEAKNESSES


• She is able to hold her head erect • There are no weaknesses in her with
when in sitting/standing position. regard to gross motor activities as she can
She can hold her head up for 5 do everything.
seconds when lying on stomach to
look at an object/person.
• She can sit without support, roll
over on flat surface, moves from
lying on stomach to a sitting
position, crawls about a room
containing furniture, stands with
and without support.
• She can put herself to standing
position using a prop for support,
can walk 5 feet, upstairs and
downstairs putting both feet on
each step, run, squats, pushes/pulls
furniture for rearrangement.
• She can also jump to cross an
obstacle such as any floor
decoration, can stand on tip toe to
reach for an object, carries her own
school bag and rides a bicycle and
so her gross motor skills are very
good.
• She is able to grasp the things
easily and helps the teacher with
organizing.

FINE MOTOR ACTIVITIES

S. No. STRENGTHS WEAKNESSES


• • She can close her hand around an • She cannot carry a filled paper cup
object, reaches for and grasps without crushing/spilling.
objects. • She cannot use clips/safety pins.
• She can also use both hands at • She cannot cut out a picture involving
the same time when handling an circular lines using scissors from a
object. magazine/book nor can strike a match to
• She can pick up small objects light a candle or threads a medium sized
using thumbs and fingers only, sewing needle within 2 tries.
can make a stack of 3
cans/wooden blocks.
• She can also use spoon to stir
sugar/salt to mix a drink. She can
screw and unscrew a jar and can
places key correctly.
• She can pour liquid from pitcher
into a tumbler and cuts/opens
sachet and empties into a
container.
• She can also fold a letter and
further fits it into an envelope.
• She has fairly good fine motor
skills as majority of the activities
he can perform.

MEAL TIME ACTIVITIES

S. No. STRENGTHS WEAKNESSES


• She can swallow soft foods that • She cannot use her hand to pick up and
do not require chewing. eat mixed food nor can he mix food and
• She can drink without spilling, eats without spilling and having no
can take bites required amounts patience level, etc.
of food items, can differentiate
between edible and non-edible
substances, can pick up dry
pieces of food such as biscuits
with fingers and further puts it in
mouth.
• She can chew solid food and
other foods such as idli, puri, can
eat in public places without
calling attention to
eating behaviour.
• She can also eat ice cream with
little spilling, eats complete meal
and after eating empties plate and
further washes it.
• She can take appropriate
quantities when food is offered.
She can identify drinking in a
public place.

DRESSING

S. No. STRENGTHS WEAKNESSES


• She can dress herself, can extend • She cannot tie a show lace properly nor
and withdraws arms and legs as able to select clothing appropriate to
required while being dressed and seasonal/weather conditions.
undressed. • She can also not select correct size, type
• She can also remove unbuttoned and style of clothing and wear different
shirt, banians, puts on under and dressing styles in correct combinations.
outer pants.
• She can start and close a front
zipper, can take off tie, belt and
put on socks and shoes, etc.

GROOMING

S. No. STRENGTHS WEAKNESSES


• She can wash herself, turns head • She is not able to cover his mouth while
and extends hands as required sneezing, coughing, yawning, cannot
while being bathed, dries hands blow her nose and wipe it using a
with a towel, can do, rinse hands handkerchief.
with soap and also rinses face. • She can also not use nail clipper and
• She can also run a comb through cotton buds for cleaning the finger nails
hair with several strokes, washes, and ears.
rinses and dries hair and
maintains self, clean, odour-free
and groomed.
TOILETING

S. No. STRENGTHS WEAKNESSES


• • She can stay dry for 2 hours, sits • She is not able to ask the location of the
on a toilet for 30 seconds, toilet in new situations nor can choose the
eliminates when on the toilet, correct toilet for male in a public place.
removes clothing before sitting
on the toilet, indicates when
needed to go to the toilet, has
bowel as well as bladder control,
replaces clothing before leaving
the toilet, flushes the toilet after
use, washes and dries hands after
toileting.

RECEPTIVE LANGUAGE

S. No. STRENGTHS WEAKNESSES


• She is able to respond to non-verbal She is not able to turn her head towards the
communication, obeys simple source of sound nor can
instructions, etc. identify different sounds, cannot follow
announcements on TV, radio, etc.

EXPRESSIVE LANGUAGE

S. No. STRENGTHS WEAKNESSES


• She can make voice sounds and further There are no weaknesses in regard to expressing
use it to get attention, indicates body herself.
parts, gestures when needed, etc.

SOCIAL INTERACTION

S. No. STRENGTHS WEAKNESSES


• She is able to respond when touched, She is not able to identify acquaintances from
look towards a person, follows with eyes, strangers, cannot pass on information to the right
can imitate arm movements, etc. person, etc. She doesn’t like to play with a lot of
peers at one time.

READING

S. No. STRENGTHS WEAKNESSES


• She is able to look at objects presented She cannot remember, match and identify.
and can also turn the pages of a book,
one at a time.

WRITING
S. No. STRENGTHS WEAKNESSES
• She is able to grasp pencil, crayon and She has issues in holding pen for a long time.
further scribble with it. She can even use Her hands get shaky.
them for writing. She can also copy his
name.

NUMBERS

S. No. STRENGTHS WEAKNESSES


• She is able to point big/small, short/tall, She cannot say multiplication tables of 5 and 10,
etc. when asked. She can also write cannot add and subtract without any prompting
number symbols 1-10, etc. being given, etc.

TIME

S. No. STRENGTHS WEAKNESSES


• She is able to associate the time of the She cannot indicate her own age, cannot tell the
day with activities such as meal time, difference between yesterday, today and
bed time and can respond to words such tomorrow. She cannot even identify hour hand
as wait through gestures. nor can tell time by the hour. She is not able to
read radio, bus schedules, etc.

MONEY

S. No. STRENGTHS WEAKNESSES


• She can sort coins from other metal She cannot rank the order of coins and rupee
objects and can also select a rupee note notes. She cannot exchange coins . She is not
from other paper objects. Though she able to count the change from a purchase of
might not use correct amount but she is rupees checking the quantity bought. She is also
able to use money to buy things. not able to save money in a bank account.

DOMESTIC ACTIVITIES

S. No. STRENGTHS WEAKNESSES


• She can pick up household trash and She is not able to sort vegetable items from
place it in a waste bucket, dust furniture, market nor able to wash and dry the dishes.
can also assist in simple first aid, etc.

COMMUNITY ORIENTATION

S. No. STRENGTHS WEAKNESSES


• She is able to go to public places when in She does not participate in religious activities
a supervised group, can move about such as pooja/prayer, she does not interact with
freely in school, etc. strangers in public places, cannot cast vote, does
not uses community facilities such as bus, etc.
RECREATION, LEISURE TIME ACTIVITIES

S. No. STRENGTHS WEAKNESSES


• She can be engaged in leisure time She cannot participate in singing and dancing as
activity for 5 minutes when materials are she cannot hear and is mute hence, cannot speak.
given. She can also play with simple
balls like catching, throwing, etc. She
can also play outdoor games without and
with rules, etc.

VOCATIONAL

S. No. STRENGTHS WEAKNESSES


• She can play in such a way where his She cannot increase speed of work, cannot work
both hands are available for use. She can for full time nor report for work on time, etc.
also participate in a single activity for 10
minutes, can stop a task when required,
etc.

-x-

1st HOME VISIT REPORT

NAME OF THE TRAINEE- DIKSHA AGRAWAL


COURSE- B.Ed. Special Education (Mental Retardation/Intellectual Disability)
YEAR- 2019-2021
CASE NUMBER- 1st
NAME OF THE CASE- Anshika
ADDRESS- Raghubir Nagar, TC Camp House No: 1164 (Subhash Nagar)
PHONE NUMBER- NA

HOME DETAILS
TYPE OF HOUSE- NA
FLOOR- Ground floor
LIFT- NA
ROOMS- NA
TOILETS- NA
AMENITIES- NA
WALLS- NA
ATMOSPHERE- NA
RATING- NA

DETAILS OF LOCALITY
PLAYGROUND- NA
THEATRE- NA
MALL- NA
MARKET- NA
HOTEL- NA
HOSPITAL- NA
RELIGIOUS PLACE- NA
SCHOOL- NA
BUS STOP- NA
RAILWAY STATION- NA

FAMILY DETAILS
TYPE- Joint
NUMBER OF MEMBERS- 8
SIBLING(S)- 2
NUMBER OF EARNING MEMBERS- 2
TOTAL FAMILY INCOME PER MONTH- 12,000/- - 15,000/-
CARETAKER- Family Member (Mother)
FATHER- Rakesh Kumar
OCCUPATION- Businessman
MOTHER- Soni
OCCUPATION- Housewife
SIBLING- NA
AGE- NA
OCCUPATION- NA
-x-
MDPS BEHAVIORAL PROFILE TABLE
-x-

PRIORITIZATION OF GOALS

IEP CASE- Anshika

2 GOALS are to be prioritized from any of the 18 domains of MDPS and so I have selected the following for
my case's goals:

• Domestic-
Anshika's level of performance in the domestic activities scores below average, thus lacking in this
domain/area and so in order to develop her domestic activities, the goal selected is of sweeping thereby,
enhancing her confidence as well as some skill(s) in the field of domestic activities' area.
Skill Area: Domestic
Skill: Sweeping
GOAL 3 SKILLS
• Sweeping • personal skill
• eye-hand co-ordination
• cognitive skill through visual memory

• -Meal Time Activities


Anshika's level of performance in the meal time activities scores average, therefore, she lags in this
domain/area and so in order to develop her meal-time skills, the goal selected is “Setting the table” thereby,
enhancing her confidence as well as some skill(s) in the field of meal time activities' area.
Skill Area: Meal Time Activity
Skill: Setting the table
GOAL 3 SKILLS
• Setting the table • personal skill
• eye-hand co-ordination
• cognitive skill through visual memory

MANAGEMENT PLAN

IEP CASE 1- Anshika

Anshika has been assessed in all the areas and her goals has been selected respectively for which the
implementation needs to be carried out and for that “management plan” has to be made which is as follows:

1st -
Skill Area: Domestic
Skill: Sweeping the Floor

I will initially start by telling Anshika about the activity. Then I will clear the floor and get the broom and
dustpan. I will sweep dirt into a pile. I will sweep all the dust into the dustpan. Then, put the dirt from the
dustpan into the garbage can. Then I will put away the broom and dustpan away at their designated places
respectively, further instructing Anshika to follow the steps one by one.

2nd -
Skill Area: Meal-Time Activities
Skill: Setting the table

I will initially start by telling Anshika about the activity and conversing with her about what she has
observed. Then I will take a table and hand her a placemat. She will put the placemat on the table aligning
with the table. Then she will pick a plate and I will guide her by prompting to place the plate in the centre of
the placemat. I will hand her the small plate, which, she will be prompted to place on the upper left-hand
side of the placemat. She will then pick the butter knife and place it on the small plate. Next will be picking
up the napkin and placing it to the left of the large plate. She will the put the knife and spoon to the right of
the large plate, afterwards, she will put the fork to the left of the large plate of the napkin. The, she will put
the dessert spoon and fork horizontally at the top of the large plate. Finally, she will be prompted to put the
glass to the upper right of the large plate near the tip of the knife.

-x-

TASK ANALYSIS
IEP CASE 1- Anshika Srivastava
Name: Anshika
Age: 11+
Sex: Female
Class: NA
Name of the Teacher Trainee: DIKSHA AGRAWAL
1st -

Skill Area: Domestic

Skill: Sweeping the Floor

Objective: When asked, the child will be able to clean the floor using a broom independently, with 80%
accuracy in 3 months.

1st Task Analysis:

Steps:
1. Clear the floor
2. Get the broom.
3. Get the dustpan.
4. Sweep dirt into a pile.
5. Sweep all the dust into the dustpan.
6. Then, put the dirt from the dustpan into the garbage can.
7. Put away the broom and dustpan away at their designated places respectively.
8. Finished.

2nd –

Skill Area: Domestic

Skill: Setting the Table


Objective: When asked, the child will be able to set the table independently, with 80% accuracy in 3
months.

2nd Task Analysis:

Steps:
1. Put the placemat down
2. Place the large plate in the centre of the placemat
3. Put the small plate in the upper left had side of the placemat
4. Put the butter knife on the small plate
5. Place the napkin to the left of the large plate
6. Put the knife and spoon to the right of the large plate
7. Put the fork to the left of the large plate on the napkin
8. Put the dessert spoon and fork horizontally at the top of the large plate
9. Put the glass to the upper right of the large plate near the tip of the knife

-x

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