Individualization
Principles and Guidelines
Dr. Edilberto I. Dizon
INDIVIDUALIZATION


The benchmark of special
education
It is a crucial component in
SPED programs
Principles of Individualization
• 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.
Designing the
Individualized Educational Plan
• 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)
Target Areas
• Psychomotor
• Psychosocial
• Cognitive
• Language-Communication
• Self-Help Skills
• Vocational
Venues for Individualization
Where
can we individualize?
Principles of IEP Preparation
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
Steps in Designing an IEP
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
QTR
Physical Health/
Gross Motor
FIRST
Programming of Developmentally-Sequenced Priorities in the Different Areas
1. Increasing impulse
control.
2. Observing class
routine.
3. Following commands
requiring mobility.
SECOND
(continuing)
THIRD
Psychosocial
1. Increasing attending
1. Imitating positive
skills.
behaviors of peers.
2. Performing visual-motor 2. Extinguishing tactile
tasks using didactic
stimulation.
materials.
3. Extinguishing fixation
on objects.
(continuing)
(continuing)
1. Increasing attending
1. Minimizing tantrums.
1. Imitating movements/
skills.
2. Extinguishing hitting
rhythmic exercises.
others when upset.
2. Performing gross-motor 2. Performing visual-motor
tasks using didactic
3. Delaying need
exercises.
materials.
gratification.
(continuing)
(continuing)
1. Engaging in associative 1. Performing practical
play.
tasks requiring fine2. Using age-appropriate
motor skills.
play facilities.
2. Performing paperpencil tasks.
(continuing)
FOURTH
Fine Motor
& Vocational
1. Engaging in
cooperative play.
2. Discriminating and
avoiding dangers.
(continuing)
(continuing)
1. Performing practical
tasks requiring finemotor skills.
2. Observing ageappropriate rules.
(continuing)
(continuing)
1. Joining in school
programs.
2. Requesting/Borrowing.
3. Using simple polite
expressions
appropriately.
(continuing)
1. Distinguishing
permissible (positive)
and non-permissible
(negative) behaviors.
2. Observing ageappropriate rules.
(continuing)
LanguageCognitive
1. Cueing needs verbally.
2. Increasing vocabulary.
3. Saying his name when
asked for it.
4. Extinguishing echolalia.
(continuing)
1. Increasing cognitivereadiness skills using
concrete and figural
representations.
2. Using personal
pronouns: I, me, mine.
3. Using yes & no
appropriately
(continuing)
Self-Help
1. Eating at table until
completion of meal.
2. Eating with spoon.
3. Eating with fork.
4. Eating with spoon &
fork simultaneously.
(continuing)
1. Putting on shoes.
2. Removing clothes
including unzipping and
unbuttoning.
3. Putting on clothes
including zipping and
buttoning.
(continuing)
1. Matching numbers with
object equivalent.
2. Addressing more
people.
3. Answering who & what
questions.
1. Washing hands.
2. Using hanky/towel for
drying or wiping hands,
mouth and face.
(continuing)
(continuing)
1. Expressing self in short 1. Combing hair.
sentences.
2. Brushing teeth.
2. Reporting simple
incidents.
(continuing)
(continuing)
Steps in Designing an IEP
Design the IEP
•
•
•
•
•
•
Terminal Objectives
Enroute Objectives
Lessons/Activities/Procedures
Duration
Special Provisions and Services
Evaluation
Components
of an IEP
Remember..!
The IEP must be
understood by the
least-prepared teacher
Priority
Derived from the PDSP
Terminal Objective
the RESULT objective
Enroute Objective
the PROCESS objective
Lessons
Activities
Procedures
planning developmentallyappropriate tasks
Duration
time allotment for each activity
Special Provisions &
Services
provisions for
generalization & mastery
Instructional Evaluation
setting the success criteria