INDIVIDUAL EDUCATION PLAN -- Paul
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Date: 1998/09/30 (yr/mo/day)
Student Name: Paul Doe
Student No.: 12345
Birth Date: 81/10/30 (yr/mo/day)
Grade: S2
School: Any High School
School Division: Anywhere
Referral Date: (yr/mo/day)
Case Manager: Ms. A Smith
Program Planning Team:
| Name | Position | Signature |
|---|---|---|
| Paul Doe | Student | |
| Parents | ||
| Principal | ||
| Resource | ||
| Occupational Therapist | ||
| Physiotherapist |
(Signature indicates you understand the IEP)
Background Information
| Relevant Medical/Diagnostic Information:
Paul has Cerebral Palsy, which impacts on his ability to physically perform activities. He has increased muscle tone, with his legs more involved than his arms. His balance is poor and Paul uses a walking frame for indoor mobility, and a manual wheelchair when outside or traveling long distances. Paul is right hand dominant. Although he can write, he is not able to keep up with his peers and his work can be illegible. Paul has average cognitive ability as demonstrated through previous schoolwork and formal assessments. He is coping independently with all activities of daily living required in the school environment. Paul has been identified as needing adaptive supports to compensate for his disability since entering school |
| Other Information:
Language Spoken: English Agencies Involved: Society for Manitobans with Disabilities Wheelchair Sports |
| School History (from pertinent Cumulative
File Information):
Paul has been integrated into the regular classroom for his entire school career. The school has had ongoing consultation from clinicians (PT, OT, SLP, Psych) who have assisted in developing strategies and adaptations which allow Paul to access the provincial curriculum. Paul would like to attend University or Community College once he graduates from High School. |
Student Specific Outcome: Paul will achieve the outcomes of the Senior 2 curriculum using a variety of Adaptations for tasks that require a written component.
| Performance Objectives | Instructional Strategies | Materials/ Resources |
Roles/ Responsibilities |
Date Started | Date Completed | Evaluation and Review |
|---|---|---|---|---|---|---|
| Refer to S2 Curriculum | Paul will be given extra time to complete tests, assignments and projects, as negotiated with the subject area teacher | None | RT: to meet with each subject teacher
to assist in determining most appropriate adaptations
ST: to implement evaluate and document the adaptations used Paul: to evaluate the adaptations with the subject teachers |
Sept | June | The average amount of extra time Paul requires for assignments and tests will be recorded for each subject area |
Student Specific Outcome: Paul will achieve the outcomes of the Senior 2 curriculum using a variety of Adaptations for tasks that require a written component.
| Performance Objectives | Instructional Strategies | Materials/ Resources |
Roles/ Responsibilities |
Date Started | Date Completed | Evaluation and Review |
|---|---|---|---|---|---|---|
| Refer to S2 Curriculum | Paul’s note taking will be supplemented
by the use of copied notes from peers, copied overheads used by
the teacher -- scribe
Options for test formats: multiple choice, true/false, completion/fill in the blanks, short essay, oral tests |
Access to photocopier | Sept | June | Each subject area will determine the
most effective method to be used
All adaptations will be documented and included with Paul’s year end report. Recommendations of Adaptations and Strategies which were successful to be documented by each subject area teacher for Paul’s S3 year |
Student Specific Outcomes: Paul will achieve the outcomes of the Senior 2 curriculum using a variety of Adaptations for tasks that require a written component.
| Performance Objectives | Instructional Strategies | Materials/ Resources |
Roles/ Responsibilities |
Date Started | Date Completed | Evaluation and Review |
|---|---|---|---|---|---|---|
| Refer to S2 Curriculum | Paul will have access to a computer at both home and school to complete written assignments, homework, take home tests | Computer Adaptive Hardware (key guard, adapted mouse and easel) Specialty Software (word prediction, mind-mapping) | Resource teacher
Subject Teacher Paul Parents |
Sept | June | Feedback on the success of this strategy to be conducted on a 3 month cycle; it is to involve all team members, and documentation of a plan of action for utilizing technology for Paul is to be kept |
Daily Plan:
Note: The daily plan would be given to each subject area teacher and updated only when team feels there is a need.
| Time/Subject | Instructional Strategies | Assessment/ Evaluation |
Resources | |
|---|---|---|---|---|
| Material | Physical | |||
| All subjects that require written work: (i.e.) note taking/written assignments or projects/ assessments | Give a Xeroxed copy of the overhead being used and
student highlights major thoughts
Allow a peer scribe to take notes on non-carbon paper (NCP) Allow student to tape record information in class after which a parent/volunteer/ Peer or student transcribe provided there is time Use sticky tape to hold paper in place and student copies, if there is not a lot of writing involved For written projects: allow research to be taken down in a Mind Map or Mind-mapping software Allow student extra time to complete assignments |
Assessments that involve written responses could be done orally, or use the computer provided extra time is given to complete |
Mind-mapping software program which allows student to brainstorm, diagram and write |
Carry bag for the lap top computer
Alternative space to allow student to speak into the computer to do written assignments |
| Time/Subject | Instructional Strategies | Assessment/ Evaluation |
Resources | |
|---|---|---|---|---|
| Materials | Physical | |||
| Moving to classes in the school building |
|
None, team may need to review stamina level and provide additional strategies if student is tiring too quickly related to vast distances covered and during semesters with Physical Education | Needs peer assistance with carrying the books, supplies | |
| Physical Education | Need adaptations related to stamina and coordination
when playing sports:
Teacher will provide alternative activities, focusing on life long leisure skills |
Adaptation to equipment by physical education department as needed e.g. lighter racket for racket sports, different weight ball or size of ball, etc | ||