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Individualized Educational Program

This document outlines an individualized educational program for three 12-year-old female students with speech and language impairments. The program aims to improve their pronunciation of vowel and consonant sounds and ability to construct clear sentences over the course of 9 weeks through activities using flash cards, pictures, and other materials focused on sounds, phrases, semantics, syntax and articulation. The lessons will take place in structured settings while modeling appropriate language use and avoiding attention to errors.

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Jonard Pedrosa
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Download as PPTX, PDF, TXT or read online on Scribd
22 views

Individualized Educational Program

This document outlines an individualized educational program for three 12-year-old female students with speech and language impairments. The program aims to improve their pronunciation of vowel and consonant sounds and ability to construct clear sentences over the course of 9 weeks through activities using flash cards, pictures, and other materials focused on sounds, phrases, semantics, syntax and articulation. The lessons will take place in structured settings while modeling appropriate language use and avoiding attention to errors.

Uploaded by

Jonard Pedrosa
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INDIVIDUALIZED

EDUCATIONAL
PROGRAM
FOR LEARNERS WITH SPEECH AND LANGUAGE
IMPAIRMENT
LEARNERS’ PROFILE
• Name: Student 1
• Disability: Speech and language
Impairment

• Age: 12 years old


• Gender: Female
• Findings: The student is stuttering and
has difficulty in pronouncing
vowel sounds even in
constructing sentences.
LEARNERS’ PROFILE
• Name: Student 2
• Disability: Speech and language
Impairment

• Age: 12 years old


• Gender: Female
• Findings: The student is stuttering and has
difficulty in pronouncing c, cv
sounds.
LEARNERS’ PROFILE
• Name: Student 3
• Disability: Speech and language
Impairment

• Age: 12 years old


• Gender: Female
• Findings: The student is stuttering and has
difficulty in constructing
sentences.
OBJECTIVES

At the end of the grading period, the learners should


be able to:
1.Improve pronouncing vowel sounds,
2. Improve pronouncing consonant sounds and,
3. Construct and speak sentences clearly
INSTRUCTIONAL MATERIALS

• Flash cards
• Power point presentation
• Pictures
CONTEXT/SETTING

1. Conduct language interventions in situations that


are representative of “real life” for the student
whenever possible so that the actual uses and
functions of language are learned.

2. Use highly structured settings for students who


cannot attend to and learn language skills in a
more typical environment.
3. Keep unwanted noises (e.g., from outside,
gymnasium, music room) out of the student’s
classroom as much as possible .

4. Maintain consistency among school personnel and


the student’s family.
GENERAL STRATEGIES
1. Provide ample opportunities in communicating.
2. Consistently model appropriate language use for the
student and encourage imitation.
3. Avoid drawing attention to or correcting errors the
student makes.
4. Paraphrase the student’s contributions.
5. When needed, provide forced alternatives
6. Provide contextual cues for the student whenever
possible in language interactions.
7. The focus should be kept off behaviors as much as
possible if behavioral problems result from the student’s
frustration with challenges in communication.
CURRICULUM AND CLASSROOM
ACTIVITIES
Week Lessons and Activities
1. Imitating Actions

2. Functional Sounds, Sound Effects,


Vocalizations
3. Repeated Strings of CV or VC

4. Add a Structure, Add a Sound

5. Sound Accuracy in Phrases and Sentences


CURRICULUM AND CLASSROOM
ACTIVITIES
6. Sound Accuracy in Connected Speech

7. Improving Semantics (meaning of words and


word relationships)

8. Improving Syntax (rules of forming sentences):

9. Improving Articulation

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