A MODEL of CREATING IEP in REPUBLIC
CROATIA – HOW to CLEBRATE STRENGHT
of PUPIL
Prof Zrinjka Stančić
Faculty of Education and Rehabilitation Sciences
Croatia, Zagreb, zstancic@erf.hr
Đurđica Ivančić, Ma
Center for Education and Rehabilitation of Children and youth
Prekrižje
Croatia, Zagreb
ISEC
Inclusive and Supportive Education Congress
Glasgow, August 1st-4th, 2005
Republic of Croatia
Population of 4,5 milion
Republic of Croatia
Primary education (1st to 8the grade)
 390 000 of students
 7 500 of students with special needs
• 60% - full time integration
• 40% - part time integration
 30 700 teachers
 Only 190 special teachers
Educational integration - legalized in 1980.
Faculty of Education and Rehabilitation Sciences – researched
premises and effects of educational integration
INTEGRATION AND INCLUSION
“Creating situations for children with special needs which can
provide less restrictive environment for their development and
in the same time creating objective, subjective and
organizational conditions for their acceptance, education and
connecting with social environment in which they are
accommodated” (Stančić,V.1985)
“This is the system of education where pupils with special
needs are educated in the neighborhood, in classrooms with
other pupils without disabilities and where they get support and
education based on their individual abilities and needs.”
SCIENTIFIC PROJECTS IN CROATIA





“Researching the objective and subjective premises for including
children with disabilities into the regular schools in Zagreb area”
(1980.-1985.)
“The evaluation of the effects of socialization and education of
students with delayed cognitive development integrated into
regular elementary schools” (1985.-1990.)
“The socialization of children with mental retardation” (1990.1995.)
“Education of teachers for the acceptance of children with special
needs” (1995.-2001.)
“Children with special needs at ecological environment: familyschool-peers” (2001.-2006.)
CREATING INDIVIDUALIZED
EDUCATIONAL PROGRAM AND
INDIVIDUALIZATION IN WORK WITH
PUPILS WITH SPECIAL NEEDS
FRAME FOR CHANGES
1.
2.
3.
4.
5.
6.
7.
(Middleton, 1999)
Awareness
Not to make it worse!
Personal Changes
Professional Changes
Organizational Changes
Political Changes
Socio-ethical Changes
Causes of failure in meeting educational goals
regarding children with special needs
(The model; Ivančić, Đ. 1997)
WHAT IS INDIVIDUALIZED
EDUCATIONAL PROGRAM?
Individualized program
 Based primarily on:

abilities – pupil’s strengths

and then

disabilities – pupil’s weaknesses
WHAT IS INDIVIDUALIZED
EDUCATIONAL PROGRAM?
o
There is no individualized educational program
(IEP) based on type and level of disabilities
o
Important elements for creating IEP at school:
 subject
 time dimension
 methods
 forms and means of work
WHAT IS INDIVIDUALIZED
EDUCATIONAL PROGRAM?


Professional improvement
of teachers and special
teachers to achieve higher
level of creativity and
expertise
Based on goals and
problems of the basic
curricula

Pupils with special needs
master the program based
on different:
 Abilities
 Level of knowledge
 Time needed for
mastering the subject
WHO CREATES IT?
Teachers in collaboration with
special teacher (NGO-IDEM)
 Created on the beginning of the
school year
 Accepted by the Teachers’
Council
 Available to parents

HOW TO CREATE AND FOLLOW UP
THE PROGRAM?
Assess the abilities and
(pre)knowledge for every
educational field (initial
evaluation)
 Important to determine:

Determination of the highest
level of regular curricula in
which pupil can participate
 To determine:

 The beginning and duration
of the individual assistance
 Criteria, means and methods
of evaluation
 Educational goal for the
whole year
 Short-time educational goals
•
Assign professionals
responsible for making and
following up the program
HOW TO CREATE AND FOLLOW UP
THE PROGRAM?


Suggest possible changes in realization of the IEP
Accept the fact that some pupils with special needs can:
 Make progress (in all or in some fields) as the other peers;
some of them in some parts of curricula, up to their individual
level, but
 There is no pupil who can not be educated depending on
her/his abilities
•
At the end of every school year it is necessary to evaluate
efficiency of the program.
INITIAL EVALUATION
Assessment of the abilities
a)
b)
c)
d)
e)
Reading
Listening - writing - speaking
Calculating and geometric representation
Spatial and time orientation
Working habits
Assessment of the interests of pupil
a) Activities that pupil likes or wishes to do
b) Motivation for some subject, field or content:
•
•
Interview with pupil, parent
Observation of pupil’s reaction in different situations
(nonacademic acttivities, free time etc.)
INITIAL EVALUATION
Nondiscriminatory Assessment of needs
a) Behavior towards other pupils, adults, etc.
b) Getting information about family background and
present situation
c) Information about spare time activities
• Meeting pupil’s needs
• Strategies for strengthening self-confidence
PROCEDURES OF ADAPTATION
Adapting curricula, planning proper procedures,
choosing stimuli:
 Subject’s lesson plans
 Determine time dimensions for mastering the lesson
plans (short-term and long-term goals)
 Determine didactic and methodic forms of work,
regarding procedures of adaptation, choosing
stimulation in work, sources of teaching, means and
didactic materials
PROCEDURES OF ADAPTATION
Cognitive adaptation
PROCEDURES OF ADAPTATION
Cognitive adaptation
VRSTE TJESTENINA
Srodni proizvodi
Prema načinu
proizvodnje
Prema obliku
Prema načinu
upotrebe
Talijanski
specijaliteti
obične tjestenine
listovi za pite i
savijače
prešane tjestenine
duge tjestenine
tjestenine za
priloge
lasagne
tjestenine s
dodacima
mlinci s jajima
valjane tjestenine
kratke tjestenine
tjestenine za juhe
canelloni
nadjevene
tjestenine
oblikovane
tjestenine
pune tjestenine
dijetne tjestenine
sijane tjestenine
šuplje tjestenine
tjestenine s
drugim dodacima
motane ili zavijene
tjestenine
savijene tjestenine
Prema upotrijebljenim
sirovinama
tortellini
PROCEDURES OF ADAPTATION
Perceptive adaptation
PROCEDURES OF ADAPTATION
Perceptive adaptation
PROCEDURES OF ADAPTATION

Perceptive adaptation
 Adaptation of means of demonstration: pictures, maps,
schemes
 Adaptation of the print, reading and writing space
 emphasizing the text: underlining, highlighting

Cognitive adaptation
 Introducing to the procedure
 Planning, semantic simplifying of text, easy to read text
 schematic representation, gradational perceptive stimulation of
the content
PROCEDURES OF ADAPTATION
Original text
PROCEDURES OF ADAPTATION
Cognitive adaptation
NAČELO ZAKONITOSTI ILI
LEGALITETA
svi niži pravni akti trebaju biti u
sadržajno i formalno usklađeni s višim pravnim aktima
Formalna zakonitost
sadržaj nekog akta treba se poklapati sa sadržajem višeg akta
Materijalna zakonitost
akt donio nadležni organ,
po propisanom postupku i u obliku u kojem je predviđen
Schematic demonstration
PROCEDURES OF ADAPTATION
Original text
PROCEDURES OF ADAPTATION
Cognitive and perceptive adaptation
Gradational perceptive stimulation of the content – step 1
PROCEDURES OF ADAPTATION
Cognitive and perceptive adaptation
Gradational perceptive stimulation of the content – step 2
PROCEDURES OF ADAPTATION
Cognitive and perceptive adaptation
Gradational perceptive stimulation of the content – step 3
PROCEDURES OF ADAPTATION

Adaptation in verbal expression
 Adaptation in expression, comprehension and articulation
 Verbal encouragement!

Adaptation of demands towards:





Independence
Time of work
Methods of work
Examination
Activities (joint planning, change of activities.)
FOLLOW UP
Valuation and evaluation




individual and group follow up; analytic, consistent
and documented; related to all levels of
educational work
Elaboration of new contents, practicing, repetition
and examination
examination: verbal or writing, individual or group
with adaptation to child’s individual needs
examination – initiative to a child: acquiring
functional knowledge and developing self-judgment
abilities
FOLLOW UP
Valuation and evaluation



Grades - descriptive and numeric (1-5) for each
level of knowledge
Final evaluation - result of continual valuation of
child’s progress (in form of report for every
educational period)
If needed, program can be modified and
complemented
SUPPORTIVE PROGRAMS for the TEACHERS
NGO-IDEM
o
Education and Training Programms for Teachers
(10
seminars, 80 hours)
o
o
Workshops for Teachers
Consultations - Cooperation with schools
(support in
creating IEP, individual and group consultations)
o
o
o
Program for Including Learning Support Assisstants
Rasing Public Awareness through Lectures, Round
tables, etc)
Publications (manuals for teachers and parents, journal,etc.)
EXAMPLE of IEP
All children…
Can learn and develop their selves!
Must have chance to learn with other peers!
Need friends in their neighborhood!
Must be involved!
Need good role models!
Must learn to care for each other!
Must be respected!
Must have the same possibilities!
Can learn without walls!