WHAT IS AN INDIVIDUALIZED EDUCATION PLAN (IEP?)
Individualized Education Planning (IEP) is the process whereby teachers support personnel, and
parents work together as a team to meet the needs of individual students who require a range of
supports.
The team develops outcomes or goals based on a student’s current needs and skills and write the
plan for the school year in the students’ IEP.
All teachers are encouraged to consider the potential benefits of Individualized Education Planning
for a wide range of students with very different needs. Most IEP’s are written for students who
needs support for behavioral and learning or cognitive skills.
The purpose of an IEP is to provide a plan to help a student meet individual outcomes or goals
beyond his/her current skills. For this reason an understanding of what a student can and cannot
do is essential to the Individualized Education Planning process.
Methodology
Subject
Individualized Educational Plan (IEP) for a Primary five (5) school Child.
Features of the subject
Name
Lydia Amoah
Date of birth
9/05/2009
Sex
F
Category
autism
Severity
severe
Instruments
Observations, interviews, records and IEP documents were used for eliciting the students’ present
levels of performance and the unique needs.
Results
Case: Lydia Amoah
Lydia Amoah is using a picture schedule at school and she is using it throughout the day to
help her transition. This has helped her decrease her temper to turn during transitions. Lydia
still stitches affection with peers picking to play with toys by herself.
(I) Present levels of educational performance and needs
2020
2021
Strong visual skills, some Lydia Amoh is a sweet, happy girl who
Strengths
indications of a good memory, enjoys school and the routine of the
learns by watching others, enjoys classroom. Lydia’s ability to navigate
being with other children and
watching them. Learns with throughout the day and perform classroom
activities are enhanced with the use of visual
pictures.
supports. Lydia is able to communicate with
peer to request items that she wants. She also
enjoys participating in classroom activities
such as spelling B (dictation).
Needs
Cognitive, self-help,
Communication,
self-help,
learning
communication, social emotional readiness, social interaction.
skill are delayed
Behaviors
Affective with family members; Lydia will engage in parallel play and is
prefers specific adults; plays near aware of others in a structured routine. She is
peers and sometimes watches more aware of adults than children. She is
them; can get frustrated with attached to her parents and brothers.
requests not understood; cries and
pushes people away; may join
peers in running game outsides.
Communication Limited use of words, pictures and Lydia uses pictures to exchange
perverted behaviors; inconsistent communication along with words, pictures,
responses to and use of words.
visuals help her follow directions.
Health
Gets sick easily; gets ear Lydia gets rashes easily. She is allergic to
infections; flu and disorder after milk and is on a gluten and caisson free diet.
stays sick for 10 days.
(II) Measurable annual goals & short term objectives
1.
Self-helping
Area
Year baseline
Annual goal
Objectives
standard
toileting 2020- wears diaper at 75% of the time 1. Lydia will sit on the
2021 school
on a daily basis
toilet when taken by an
adult
2. Lydia will use the 80%
toilet when taken on a
regular schedule
3. Lydia will use a
picture to indicate she 75%
need to use the toilet
feeding
Selfhelp
2020- Eats limited types Lydia will feed 1. Lydia will eat a variety
of finger foods during
2021 of finger foods.
herself a variety
snack/lunch time.
of foods.
2. Lydia will feed herself
with a spoon for
specific foods she
likes.
3. Lydia will eat the
foods presented during
snack/lunch time using
foods/ fingers as
appropriate
will 1. Lydia will use the
2020- 1. Will not use toilet Lydia
improve her
toilet when taken by an
2021 when taken
adult.
2.
Self-help skills
Inconsistently taken and independent 2. Lydia will take off
jacket and backpack
off backpack & functioning.
and put on backpack
jacket, unable to put
and jacket during
on.
school day.
3. Lydia will eat with
3.spills
large
a
spoon
without
amount of meal,
minimal
spilling
using spoon
during breakfast and
snack.
on
daily
basis
a
on
daily
basis
a
on
daily
basis
a
80%
80%
80%
2. Communications
Area
Year baseline
Annual goal
Objectives
standard
Language 2020- follows some Lydia will respond to a 1. Lydia will respond to 80%
comprehens 2021 routine
single
verbal
variety of
single
ion
classroom directions
directions
directions
during
when given picture
with picture classroom activities.
prompts.
prompts
2. Lydia will respond to 80%
single
verbal
classroom directions
when given gestural
clues.
3. Lydia will respond to 80%
single
verbal
classroom directions
when given only
verbal input
ExpreSsive
Communication
2020- uses a few
2021 food pictures
to
request
limited food
choices
Lydia
will
words/pictures
request, label
respond.
use 1. Lydia will use
words or pictures to
to
request
and
food/people/
activities.
2. Lydia will use 10X
words to request
and
label
food/people/toys.
3. Lydia will use
pictures
and/or 15X
words to request,
label and regard to
single questions.
Communic 2020- Requests
ation
2021 during
structured
activities,
not yet free
play-does
not greet
Receptive
and
expressive
communic
ation
Communicate
to request, greet
classmates
throughout the day
2020- Responds to Use
a
picture
‘what
do
u
2021
sequence, word or
want’ with verbal phrase to
pictures &
respond to questions
phrase ‘ I
want…..’
during
structured
activities
Request
toys, books 5/per day
1
during
free play, reading
.
time
using
picture
exchange or words.
Request activities, toys 3/day in
during outside play play
using picture exchange
or
picture
2 words.
Greet
classmates
clues 4 of
.
& teachers by
5
3
‘name’, ‘hi’, ‘bye’, opportuniti
.
using words along with es
during
pictures.
structured
activities.
1
Respond
to ‘what do you
.see’ using pictures or
words to express ‘ I see
a …..’ . Respond to ‘do
you wait’ and ‘is it a …’
with
2 ‘yes’ or ‘no’ using
word
or icon.
.
4/5 in
structured
activities
3
Respond
to ‘what is
.he/she/it (the girl, boy,
dog etc) doing’ ‘ Using
‘he/she/it (girl, boy, dog,
etc. ) ….’ With words or
pictures.
responds to
conversatio
ns
with
words or
pictures
4/5 class
activities
3. Cognitive/pre-academic
Area
Year baseline
Emerging
Cognitive 2020- 1.
/pre2021 gathers red objects
together, matches 2
academic
sets of identical
objects.
2.
See above.
3.
Lydia
corrects by rate to at
least ten.
Cognitive 2020- Ask to rote count
/pre2021 1-10
when
academic
looking at number
Annual goal
To increase
cognitive/preacademic
skills
Lydia
will
improve his premath skills and
demonstrate an
understanding of
mathematical
concepts
Objectives
1.
Lydia will match
colors when given toys
and objects that include
red, black and white or
another color /colors that
she likes during teacher
led activities
2.
Lydia will match
shapes, including ○, , □
during
teacher
led
activities.
3.
Lydia will give
one or two of many when
asked by adult with
verbal
prompt
and
gestural and picture
support
1. Lydia will stack
items in order,
using a variety of
toys or teacher
made materials.
2. Lydia will count
up to 10 objects
during familiar
and
novel
activities
throughout
the
day and will
count objects at
home
but
inconsistent
at
school.
standard
80%
80%
80%
80%
80%
80%
80%
3. Lydia will give
one, two, or three
objects
using
words or pictures
during a variety
of
classroom
activities