IEP Plan
By:
Mandy Frohlich
SPED670
Curriculum Development and Classroom Management Spec Ed 1-6
Touro College
Spetember 5, 2014
Teacher: Mandy Frohlich
Date: August 20, 2014
Student: Melissa Jones
School: Westchester County School Dst.
Melissa is an 8 year old girl who has been classified as Other Health Impaired (OHI). Melissa has a chromosomal disorder which has an affect on all academic areas, social skills, behavior management, and daily living skills. Melissa has been diagnosed with Dup15q by her pediatrician. Her diagnosis was made in 2008 when she was a toddler. Her parents have requested to keep Melissa within the district and are requesting that she be mainstreamed as much as possible with peers of her …show more content…
She will receive speech and language two times a week for thirty minutes, occupational therapy three times a week for thirty minutes, and physical therapy three times a week for thirty minutes. All of these therapies are on a “pull out” basis and Melissa’s aide will be required to attend as well. All of these therapies are necessary for Melissa so she can make progress physically, socially and academically. According to Melissa’s IEP, the following goals are recommended to enable her to be involved in and progress in the general education curriculum. For mathematics, Melissa will solve one step word problems using manipulatives with moderate assistance by the end of the marking period. For ELA, Melissa will use phonetic and contexual clues in classroom reading materials and will complete sentences by filling in the blank by the end of the marking period. For Basic cognitive/Daily Living skills, Melissa will use a keyboard and/or assisistive technology device for writing independently and will type 10 or more vocabulary words by the end of the marking period. For Social/Emotional (Peer interaction) when given the opportunity for peer interactions (lunch, recess, in-class collaboration), Melissa will initiate and maintain appropriate conversations and/or activities with peers. For other goals such as Motor and Speech and Language, the therapist will add their goals for Melissa to achieve by the …show more content…
Melissa’s special education teacher will be using an ABA teaching method, called “Discrete Trial Instruction.” The teacher has decided that this method is best for Melissa. “It is often easier for students to learn through discrete trials because instructions have a clear beginning and end (Bogin, Sullivan, Rogers, & Stabel, 2010, p. 1)”. Learners also know immediately when and how to respond correctly. The learner receives guidance to obtain the desired response as well as immediate feedback following his/her response, including lots of reinforcement”. Excellent discrete trial teaching makes learning fun! This differs from traditional teaching methods in which large amounts of information are provided to students and feedback is delayed (e.g., grades on test a week later). This is an excellent teaching strategy for all special education students in an ICT classroom or a Self Contained
By:
Mandy Frohlich
SPED670
Curriculum Development and Classroom Management Spec Ed 1-6
Touro College
Spetember 5, 2014
Teacher: Mandy Frohlich
Date: August 20, 2014
Student: Melissa Jones
School: Westchester County School Dst.
Melissa is an 8 year old girl who has been classified as Other Health Impaired (OHI). Melissa has a chromosomal disorder which has an affect on all academic areas, social skills, behavior management, and daily living skills. Melissa has been diagnosed with Dup15q by her pediatrician. Her diagnosis was made in 2008 when she was a toddler. Her parents have requested to keep Melissa within the district and are requesting that she be mainstreamed as much as possible with peers of her …show more content…
She will receive speech and language two times a week for thirty minutes, occupational therapy three times a week for thirty minutes, and physical therapy three times a week for thirty minutes. All of these therapies are on a “pull out” basis and Melissa’s aide will be required to attend as well. All of these therapies are necessary for Melissa so she can make progress physically, socially and academically. According to Melissa’s IEP, the following goals are recommended to enable her to be involved in and progress in the general education curriculum. For mathematics, Melissa will solve one step word problems using manipulatives with moderate assistance by the end of the marking period. For ELA, Melissa will use phonetic and contexual clues in classroom reading materials and will complete sentences by filling in the blank by the end of the marking period. For Basic cognitive/Daily Living skills, Melissa will use a keyboard and/or assisistive technology device for writing independently and will type 10 or more vocabulary words by the end of the marking period. For Social/Emotional (Peer interaction) when given the opportunity for peer interactions (lunch, recess, in-class collaboration), Melissa will initiate and maintain appropriate conversations and/or activities with peers. For other goals such as Motor and Speech and Language, the therapist will add their goals for Melissa to achieve by the …show more content…
Melissa’s special education teacher will be using an ABA teaching method, called “Discrete Trial Instruction.” The teacher has decided that this method is best for Melissa. “It is often easier for students to learn through discrete trials because instructions have a clear beginning and end (Bogin, Sullivan, Rogers, & Stabel, 2010, p. 1)”. Learners also know immediately when and how to respond correctly. The learner receives guidance to obtain the desired response as well as immediate feedback following his/her response, including lots of reinforcement”. Excellent discrete trial teaching makes learning fun! This differs from traditional teaching methods in which large amounts of information are provided to students and feedback is delayed (e.g., grades on test a week later). This is an excellent teaching strategy for all special education students in an ICT classroom or a Self Contained