SpEd 417/517
Course Objective:
Demonstrate the ability to plan for
the physical aspects of the
classroom environment
Westling & Fox
Chapter 5
• Instructional plans
• Individualized Education Plan (IEP)
• Individual Transition plan (ITP)
• Individual Family Service Plan (IFSP)
• Person-centered plan
• Quality of life issues
• home and community living
• employment
• health functioning
Westling & Fox
Chapter 5
• Person-centered plans
• Personal futures planning
• McGill Action Planning System (MAPS)
• Choosing Options and Accommodations
for Children (COACH)
Westling & Fox
Chapter 6
• Assessment
• Review records
• Determine parent goals
• Use adaptive behavior scales
• Use curriculum and activity guides
• Complete ecological inventory
• Assess related skills
• van Dijk approach to assessment
• academic skills
Planning for the student
and the classroom
• Team planning
• Developing Individual Education Plans
• Scheduling
• Managing classroom operations
• Planning and implementing activity-based lessons
Determining Priority
IEP Goals
• Increase participation in activities
• Increase participation across a variety of settings
• Maximize repertoire of each student
• Contribute to the outcome of the activities
• Enhance image and appeal
• Increase opportunities for interaction
• Establish functional communication system
IEP Components
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present level of performance
annual goals and objectives
special education and related services
least restrictive environment
statement of testing procedures
frequency, location, and duration of services
transition needs when appropriate
statement of how objectives will be
measured and how progress will be
reported
Goals and
Objectives
• Components
• Goals specify priority skills; objectives specify
contexts for performance
• Goals specify priority environments and activities;
objectives specify component skills
• Requirements (practice)
• Behavior
• Condition
• Criteria
• Responsible person(s)
Sample Objective
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The skill that the learner
demonstrates.
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The student will be able to identify
measurable objectives
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Conditions under which the
learner demonstrates the skill.
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From a list which includes 20
broad goals and 20 measurable
objectives.
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Criteria for measuring success.
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The student will complete the task
with no errors.
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Person responsible to monitor
progress toward objective.
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As measured by the instructor
Home-School
Collaboration
• Parents should be active and visible participants in
the decision-making process
• Parents must have continuous and longitudinal
experiences as team members
• Parents need to have opportunities to share
experiences with other parents who have “been
there”
• Parents must be given ready access to knowledge
about services and supports available to them
• Ongoing and continuous positive contact between
the child’s teacher and family must be developed
and maintained in a manner that is perceived as
being rewarding to all participants.
Process for Individual
Education Plan
Development
• Content and coverage
• Scope and sequence charts
• Community-referenced instruction vs. overall school
curriculum
• Adapting regular curriculum
• Expanding curriculum
Syracuse Community-Referenced Curriculum Guide, 1994
Community Living
Domains
• Self-management/home living domain
• Vocational domain
• Recreation/leisure domain
• General community functioning
Self-Management Home Living
• Eating and food preparation
• Grooming and dressing
• Hygiene and toileting
• Safety and health
• Assisting and taking care of others
• Budgeting and planning/scheduling
Vocational Domain
• Kindergarten and elementary school
classroom/school jobs
• Middle school vocational training experiences
• High school vocational training sites
• Transition to community employment
Recreation/Leisure
Domain
• School and extra-curricular
• Activities to do alone: at home and in the
neighborhood
• Activities to do with family and friends: at home and
in the neighborhood
• Activities to do alone: in the community
• Activities to do with family and friends: in the
community
General Community
Function
• Travel
• Community safety
• Grocery shopping
• General shopping
• Eating out
• Using services
Functional
Academic Skills
• Reading and writing
• Money handling
• Time management
Reading and
Writing
• Regular reading and writing
• Regular adapted reading and writing
• Functional-language experience
• Functional-embedded symbol usage
Money Handling
• Regular math
• Regular adapted math
• Functional-money handling sequence
• Functional-embedded money skills
Time Management
• Regular math
• Regular adapted math
• Functional-time management sequence
• Functional-embedded time management skills
Embedded Skills
• Social
• Communication
• Motor
Social
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Initiate
Self-regulate
Follow rules
Provide positive feedback
Provide negative feedback
Obtain cues
Provides information/offers assistance
Request/accept assistance
Indicate preference
Cope with negatives
Terminate
Communication
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Greeting/closing
Comment
Request for attention to self
Request for assistance
Request for object/action
Acceptance
Protest/rejection
Communication of choices
Attention to object/referent
Indication of interrupted activity
Reciprocal action
Motor
• Positioning
• Mobility
• Gross motor
• Fine motor
MAPS
• What is the individual’s history?
• What is your dream for the individual?
• What is your nightmare?
• Who is the individual?
• What are the individual’s strengths, gifts, & abilities?
• What are the individual’s needs?
• What would the individual’s ideal day look like?
Life Domains
• Home
• School
• Community
• Recreation & Leisure
• Vocational
Case Studies
• Bethany
• Sam
• Nadia
• Sarah
• Christopher
Bethany
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a 3 year old child who lives at home with her parents and three
siblings. She is diagnosed with arthrogryposis, a congenital
disorder which causes abnormal bone growth and results in
multiple deformities. She scoots on her bottom to get around the
house and has great difficulty playing with toys or caring for her
own needs.
Sam
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an 11 year old boy who lives at home with his foster family. Due
to extensive medical complications, Sam lived most of his first few
years in the hospital. He is diagnosed with hypothyroidism,
scoliosis, spina bifida, congenital hydrocephalus and congenital
clubfoot. Medical complications interfere with school attendance.
Nadia
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a 14 year old girl who has cerebral palsy and is deaf. She lives at
home with her large family and participates in very few activities
outside of the home. Limited mobility and deafness make it very
difficulty for her to get involved in the community.
Sarah
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a 16 year old young woman who suffered a traumatic brain injury
as an infant. The brain damage caused right hemiplegia and
increased spasticity throughout her lower extremities. Due to her
limited mobility, leisure activities are very limited.
Christopher
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an 18 year old young man who lives at home with his family and
attends school at the senior high. He was born with a diagnosis
of cerebral palsy, spastic diplegia. Due to limited mobility and
learning issues, vocational interests are limited.
Team Members
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__________ Parent(s) - concerned with overall well-being of child
and advocate for child’s needs at home and school
__________ Special Education Teacher - concerned with child’s
educational program and need to generalize skills between home
and school
__________ Occupational Therapist - concerned with child’s fine
motor development and ability to participate in daily living
activities as independently as possible
__________ Physical Therapist - concerned with child’s gross
motor development and ability to move around their environment
as independently as possible
Team Members
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__________ Speech Language Pathologist - concerned with
child’s receptive and expressive communication skills and ability
to effectively communicate wants and needs in all environments.
__________ Social Worker - concerned with child’s social
development and communication between home and school
__________ School Psychologist - concerned with child’s
intellectual development and how to develop an educational
program at their level of development
__________ Administrator - concerned with child’s overall
educational program and the ability for the team to work together
to carry-out appropriate services
Program Planning
Activity
• Form five groups
• Assign roles
• Discuss case
• Complete MAPS
• Complete assignment #1 individually
• Share with large group
• Team
Name:_________________
Member:________________________________
• Life
Domain:__________________________________
• Strength’s:_________________________________
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• Needs:
_____________________________________
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• Priority Goals:
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• Activity Ideas:
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• Ideal Day:
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• ________________________________________
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QuickTime™ and a
TIFF (Uncompressed) decompressor
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QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.