IndividualizationPrinciples and Guidelines

Dr. Edilberto I. Dizon

INDIVIDUALIZATION

The benchmark of special education

It is a crucial component in SPED programs

• No two special learners can ever be the same; hence, helping them will differ/vary from child to child.

Principles of Individualization

• The modification of specific school variables (e.g. placement, curriculum, instruction, support system, physical structure, etc.) for the child based on assessment findings.

Principles of Individualization

• Whatever type of placement can be an appropriate setting for individualization.

Principles of Individualization

• Individualization may be implemented by regular teachers, SPED teachers, parents, and other professionals.

Principles of Individualization

• To facilitate learning, significant people should collaborate in the implementation of the individualized educational program.

Principles of Individualization

• Individualization should be planned and implemented in the child’s context/milieu.

Principles of Individualization

Designing the

• A systematic, purposive, and developmental educational programming of curricular and instructional priorities and contents designed to meet a child’s special needs and aimed at ensuring mastery of learning of target skills and behaviors (Dizon, 1999)

Individualized Educational

Plan

• Psychomotor

• Psychosocial

• Cognitive

• Language-Communication

• Self-Help Skills

Target Areas

• Vocational

Where can we individualize?

Venues for

Individualization

An IEP… • is prepared BEFORE implementation.

• Translates diagnostic findings into educational terms

• Utilizes of programmed task analysis

Principles of IEP

Preparation

• Relies on the best judgment of the helper

• Is a developmental process

• Permits room for flexibility

Principles of IEP

Preparation

• Has a built-in provision of involvement of the family and other specialists

• Specifies teacher-initiated activities

• Necessitates evaluation of the child’s progress / gains

Principles of IEP

Preparation

Review the psychoeducational assessment report

Steps in Designing an IEP

Identify and list down priorities

Steps in Designing an IEP

Program the priorities across developmental areas

Steps in Designing an IEP

Programming of Developmentally-Sequenced Priorities in the Different Areas

FO

UR

TH

TH

IRD

SE

CO

ND

FIR

ST

QT

R Physical Health/Gross Motor

Fine Motor & Vocational

PsychosocialLanguage-Cognitive

Self-Help

1. Increasing impulse control.2. Observing class routine.3. Following commands requiring mobility.

(continuing)

1. Increasing attending skills.2. Performing visual-

motor tasks using didactic materials.

(continuing)

1. Imitating positive behaviors of peers.2. Extinguishing tactile stimulation.3. Extinguishing fixation on objects.

(continuing)

1. Cueing needs verbally.2. Increasing vocabulary.3. Saying his name when asked for it.4. Extinguishing echolalia.

(continuing)

1. Eating at table until completion of meal.2. Eating with spoon.3. Eating with fork.4. Eating with spoon & fork simultaneously.

(continuing)

1. Imitating movements/ rhythmic exercises.2. Performing gross-motor exercises.

(continuing)

1. Increasing attending skills.2. Performing visual-

motor tasks using didactic materials.

(continuing)

1. Minimizing tantrums.2. Extinguishing hitting others when upset.3. Delaying need gratification.

(continuing)

1. Increasing cognitive- readiness skills using concrete and figural representations.2. Using personal pronouns: I, me, mine.3. Using yes & no appropriately

(continuing)

1. Putting on shoes.2. Removing clothes including unzipping and unbuttoning.3. Putting on clothes including zipping and buttoning.

(continuing)

1. Engaging in associative play.2. Using age-appropriate play facilities.

(continuing)

1. Performing practical tasks requiring fine- motor skills.2. Performing paper- pencil tasks.

(continuing)

1. Joining in school programs.2. Requesting/Borrowing.3. Using simple polite expressions appropriately.

(continuing)

1. Matching numbers with object equivalent.2. Addressing more people.3. Answering who & what questions.

(continuing)

1. Washing hands.2. Using hanky/towel for drying or wiping hands, mouth and face.

(continuing)

1. Engaging in cooperative play.2. Discriminating and avoiding dangers.

(continuing)

1. Performing practical tasks requiring fine- motor skills.2. Observing age- appropriate rules.

(continuing)

1. Distinguishing permissible (positive) and non-permissible (negative) behaviors.2. Observing age- appropriate rules.

(continuing)

1. Expressing self in short sentences.2. Reporting simple incidents.

(continuing)

1. Combing hair.2. Brushing teeth.

(continuing)

Design the IEP• Terminal Objectives• Enroute Objectives• Lessons/Activities/Procedures• Duration • Special Provisions and Services• Evaluation

Steps in Designing an IEP

ComponentComponents s

of an IEPof an IEP

ComponentComponents s

of an IEPof an IEP

Remember..!Remember..!Remember..!Remember..!The IEP must be The IEP must be understood by the understood by the least-prepared teacherleast-prepared teacher

PriorityPriorityPriorityPriority

Derived from the PDSPDerived from the PDSP

Terminal Terminal ObjectiveObjectiveTerminal Terminal ObjectiveObjective

the RESULT objectivethe RESULT objective

Enroute Enroute ObjectiveObjectiveEnroute Enroute

ObjectiveObjective

the PROCESS objectivethe PROCESS objective

LessonsLessonsActivitiesActivities

ProceduresProcedures

LessonsLessonsActivitiesActivities

ProceduresProceduresplanning developmentally-planning developmentally-

appropriate tasksappropriate tasks

DurationDurationDurationDuration

time allotment for each time allotment for each activityactivity

provisions for provisions for generalization & masterygeneralization & mastery

Special Special Provisions & Provisions &

ServicesServices

Special Special Provisions & Provisions &

ServicesServices

setting the success criteriasetting the success criteria

Instructional Instructional EvaluationEvaluation

Instructional Instructional EvaluationEvaluation