MADHURAM NARAYANAN CENTRE

FOR EXCEPTIONAL CHILDREN - A UNIT OF BALA MANDIR KAMARAJ TRUST

Individualized Education Programme

In

Group Setting

Diagnostic criteria:

A. Deficits in intellectual functioning

B. Deficits in adaptive behaviour,

C. Onset during developmental period

Intellectual Disability

Source: DSM-5

An Intelligent Quotient (IQ) test score of 70 or below indicates a limitation in

intellectual functioning (with reference to AAIDD definition).

A person with an IQ 20 is different from a

person with an IQ 70, in the functional level.

Similarly, under Mild category, a person with an IQ 55 is different from a person with an IQ 67, in the functional level.

Criterion A — Intellectual functioning

Level of Retardation IQ RANGE

Stanford-Binet and Cattell Tests Wechsler Scales

Mild 52 – 67 55 – 69

Moderate 36 – 51 40 – 54

Severe 20 – 35 25 – 39

Profound 0 - 19 0 - 24

Source: MDPS

Source: Adapted from Mental Retardation: Definition, Classification and Systems of supports, 10th

ed. (Washington, DC: American Association on Mental Retardation, 2002), p. 152.

Needs of Persons with Intellectual Disability vary on the level of support required by them.

Classification based on Support Needed

Intermittent “as needed basis”

Limited consistent support; time required may be limited

Extensive regular involvement; not limited by time

Pervasive constant support of high-intensity

It varies in accordance with a person’s age, physical growth and mental development.

Criterion B — Adaptive Bahaviour

Conceptual Social Practical

• language and literacy • money • time • number concepts • self-direction

• interpersonal skills • self-esteem • ability to follow rules • obey laws • avoid being victimized

• activities of daily living • occupational skills • transportation • safety • use of money • use of the telephone

Growth, development and need of children varies in accordance

with their age.

– Birth to 6 years Birth to 2 years

2 to 4 years

4 to 6 years

– 6 to 12 years – 12 to 18 years

A person in age group birth to 6 years is different from

a person in age group 12 to 18 years, in the functional level.

A child in age group birth to 2 years is different from

a child in age group 4 to 6 years, in the functional level.

Criterion C — Onset – before the age of 18.

IDD – Its Associated Conditions

Characteristics and limitation of various associated conditions also impact the learning process of the child.

Down Syndrome Cerebral Palsy

Autism + Vision

Impairment

Heterogeneous Group

Low Intelligence – only Common indicator Variations in,

IQ

Adaptive Behaviour

Age

Severity of the condition

Associated Conditions

demands, a need for a Programme plan that, suits the

individual need and characteristics of each child.

Why IEP?

IEP PROCESS

FLOWCHART Source: MDPS

Step - 3

EVALUATION

INTER-

DISCIPLINARY

TEAM

Step - 2

SETTING

GOALS AND

OBJECTIVES

Step – 1 BEHAVIOURAL

ASSESSMENT

as needed

annual

Milestone

events

Tools /

Instrument

Person

responsible

Where,

Step - I

A

S

S

E

S

M

E

N

T

Step I - Assessment

Done by Special Educator in consultation with Parent to –

Identify the strengths and areas of needs in child,

Arriving at a Base Line of Performance

Skills that child exhibits (already learnt) and,

Current level of functioning in adaptive behaviour, for

Evolving a Comprehensive and Integrated IEP

UPANAYAN “to Lead Along”

(Structured, Indigenously Evolved, Easy to Use, Early

Intervention Programme)

Developed to fulfill the “felt need” for an Intervention Programme in the

Age group:

Birth to Two Years, and Two+ to Six Years.

Step I – Assessment Assessment Tool – “UPANAYAN”

“Upanayan” Early Intervention Package

Age Group - Birth to Two Years

• A Check List of Skills 250 , with 50 in each of the 5 Development Areas:

– Motor – Language – Cognition – Self Help – Socialization

• Age Group – Two+ to Six years

A Check List of Skills 600 , with 50 in each of the

12 Domains:

“Upanayan” Early Intervention Package

Communication Social Relationships Functional Academics:

Reading and writing

Meal time activities Community Use Functional Academics:

Arithmetic

Personal daily living Self Direction Leisure

Home Living Health and safety Work

Upanayan

Programme Package

• Check List of Skills • A Set of Activity Cards – Sample illustrated lesson plans with photographs to guide

the users.

• Formats - Child Particulars form, Assessment Profile, Individualized

Programme Plan forms, Consolidated Progress sheet and

Evaluation form.

• Documentation using a Software named “Upaneeta”

Behavioural Profile

Graphical and Numerical

representation of Assessment

Step I – Assessment Documentation

Behavioural Profile – Birth to 2 years

Behavioural Profile – 2 to 6 years

Step - II

Setting Priority Goals and Objectives that are

Age appropriate and

Need based

It is the plan of action which would help the child with

special needs reach his goal in his IEP.

Step II

SETTING GOALS AND OBJECTIVES

Behavioural Objective

It is a statement for the expected behaviour in specific terms.

It should contain a clearly stated verb that describes a definite action or behaviour .

The objectives must be stated in terms which are observable and measurable.

Behavioural Objective

Behavioural Objective

OBSERVABLE NON OBSERVABLE

To draw To know

To point to To understand

To crawl To feel

To walk To learn

To imitate To be aware

Behavioural Objective

Condition Person to

be

trained

Behaviour Level of

Performance

Deadline

It is the

circumstanc

es under

which your

student will

perform the

behaviour

”The student”

They are

actions that

are

observable

and

measurable

It is the

expected

level of

accuracy

time

taken by

the

student

to learn

the skill

Domain – Functional Academics - Writing Skill – 5. Scribbles, grasping pencil with thumb and two fingers

(circular, horizontal and vertical motion).

Behavioural Objective – Sample 1

Condition Person to

be trained

Behaviour Level of

Performance

Deadline

When

given a

pencil,

notebook

and asked,

Ram, will scribble,

grasping

pencil with

thumb and

two fingers,

8 out of 10

times,

within 3

months.

Domain – Personal daily living Skill – 33. Cleans self after using toilet with water from tap/

hose pipe

Behavioural Objective – Sample 2

Condition Person to

be

trained

Behaviour Level of

Performance

Deadline

In daily

routine,

Ram, will cleans self

after using

toilet with

water from

tap/ hose pipe,

10 out of 10

times,

within 3

months.

Domain – Health and Safety Skill – 19. Avoids playing with harmful items like matches,

knives, etc, even if they are within reach.

Behavioural Objective – Sample 3

Condition Person to

be trained

Behaviour Level of

Performance

Deadline

In daily

routine,

Ram, will avoid

playing with

harmful items

even if they

are within

reach,

10 out of 10

times,

within 3

months.

Behavioural Objective

PRACTICAL EXERCISE

AND

GROUP PRESENTATION

Step - III

• Is done at the end of every quarter by making the child perform the skill.

• It is based on – whether the child performs the skill,

as taught,

in the way it is to be performed,

in the given circumstances ,

with consistency .

Step III - Evaluation

• Determines the effectiveness of the Programme Plan.

Baseline

Goals and Objectives

Teaching Learning Materials

Teaching Strategies

Lesson Plan

Time Frame

• New goals set upon achieving the skills during evaluation.

Step III - Evaluation

• Refers to persons who show an interest in the person with Intellectual Disability

• The team consists of persons representing various, – Professions, – Disciplines and – Services

Inter disciplinary team members

• Special Educator • Psychologist • Developmental Pediatrician and other Medical

Specialists

• Physio Therapist • Occupational Therapist • Speech Therapist • Yoga Therapist • Physical Educator • Nutritionist • Parent

Inter disciplinary team members

Co-ordination by Special Educator with

Inter disciplinary team members

Therapy Plan is based on –

Assessment – by Therapist in Coordination with the Special

Educator and assisted by the Parent

Recording – Therapeutic Inputs and Progress based on the

Level of Support needed by Child for Performing the Activity.

IMPLEMENTATION OF IEP

IN

CLASSROOM SETTING

IEP in Group Setting

IEP in Group Setting Characteristics

• It is a heterogeneous and a homogenous group.

• Involves one special educator and one parent as a helper teacher (Ratio 1:5)

• Skill training will be carried out according to the current level of each child in a group setting.

• For example, when teaching the writing skill in a group setting, one child’s IEP will have the level of scribbling, another may be tracing, yet another’s may be drawing oblique lines.

IEP in Group Setting Benefits

• Provides opportunity for the child to perform the skills in a structured group environment.

• Insists on task completion.

• Enables assistance through peer modeling, peer support and peer appreciation.

IEP in Group Setting Strategies

NORMALIZATION CONSIDERATIONS

Age Appropriateness

Appearance

Avoidance of stereo typed judgements on child

Cultural Background

Non-handicapped Peers

Peer Interest

ENVIRONMENTAL CONSIDERTIONS

Community Resources

Economy

Geographic Area

Learning Area

Safety Hazards

INSTRUCTIONAL CONSIDERATIONS Alternative Activities Change in Activities Consistency Imitation Individualized Instruction

INSTRUCTIONAL PROGRAMMING

Task Analysis

Model Demonstration

Peer Tutoring

Physical Prompting

Role play

Practice

Music

Nutritious Reward

IEP in Group Setting Strategies (Cont..)

CLASSROOM BEHAVIOUR MANAGEMENT

Activity Substitution

Appropriate Assistance

Correction

Ignoring Behaviour

Responsibility

Time -out.

Reinforcement

Carry over agent

Immediate Feed back

TEACHING MATERIALS

Assistive Devices

Diversity

Familiarity

Relevancy

Variety

TEACHER BEHAVIOUR

Communication

Control

Co-operation

Enthusiasm

Expression of Affection

Flexibility

Humour

Modelling

Prompting

Shaping

Fading

Source: NIMH Manual for Special Educators

Objectives:

Develop Co-operative and

Socially accepted

behaviour

Steps involved:

Select the learning outcome

Plan the learning

experiences

Assign roles based individual’s baseline

Provide training for

3months

Collate product of

collective efforts

Outcome:

Group effort Achievement across all

domains

Implementation of

a PROJECT

using IEP

Sample

Group Teaching Video

Individualized Education Programme (IEP)

Is a Result-Oriented Management System.

Effective method of Intervention.

Systematic and Structured Programme Plan.

Provides quantitative record of results obtained.

Helps in evaluating the benefits of the Programme.

Individualized Education Programme (IEP)

In Group Setting

A well planned time table is essential for the success of the Individualized Programme Plan in a group set up.

Grouping children based on the range of activities to be trained will enhance effective implementation of IEP in group

set up.

Children though in the same group setting yet will learn individually the skills based on their current levels of

performance.

It facilitates child to perform in a group set up, thereby create an effective transition for his/her inclusion into society.

Facilitates

THANK YOU