IEP_DIKSHA_AGRAWAL
IEP_DIKSHA_AGRAWAL
EDUCATION
PROGRAM
(IEP)
DIKSHA AGRAWAL
B.Ed. - SPECIAL EDUCATION (ID)
BATCH OF 2019-2021
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
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:
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.
-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.
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.
Assessment is the most important component of I.E.P. because the whole programme depends
on the assessment.
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)
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.
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.
• 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
SECTION – II
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
V. PLAY
i.Pedigree Chart:
ii.Type of Family: Joint
iii.Consanguinity: Unrelated
iv.Family history of Mental Illness, Epilepsy, Intellectual Disability and others: NO
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.
-x-
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.
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.
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.
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
XI. EXPECTATIONS
To see their daughter independent, able to remember things, able to study properly, etc.
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)
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-
DRESSING
GROOMING
RECEPTIVE LANGUAGE
EXPRESSIVE LANGUAGE
SOCIAL INTERACTION
READING
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
TIME
MONEY
DOMESTIC ACTIVITIES
COMMUNITY ORIENTATION
VOCATIONAL
-x-
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
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
MANAGEMENT PLAN
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 -
Objective: When asked, the child will be able to clean the floor using a broom independently, with 80%
accuracy in 3 months.
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 –
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