INDIVIDUAL EDUCATION PLANSY 2015-2016
Name of student: A.BBirthday: October 2005Age:9 years and 9
monthsLevel: Primary 1Present condition: cognitive delay due;
multiple congenital anomaliesInterventions: noneDomain: Gross Motor
and Movement
Priority: develop strength and increase mobility through
exercises
TERMINAL OBJECTIVE
ENROUTE OBJECTIVESLESSON/ ACTIVITY AND PROCEDURESDURATION
At the end of the quarter, the child will be able to perform
10-15 minutes exercises 3-5 times a week 1. Develop body awareness
by naming body parts a. Visualization - show pictures of body parts
with labelb. Generalization through song (My hands, my knees) while
the child imitate the action c. Holding specific body parts one a
time in front of the mirrord. Guiding the childs hand to hold
specific body parts in front of the mirrore. Student pointing to
specific body part independently
2-3 sessions
3 sessions
2-3 sessions
2-3 sessions
2 -3 sessions
2. Perform exercises in supine position
a. Moving the neck , legs, feet and trunkb. Moving arms and legs
to the right (R) and left (L) c. Rolling (left going to right and
vice versa)3-5 sessions for 5mins3-5 sessions for 5mins
3-5 sessions for 5 minutes
3. Perform exercises in prone positiona. Moving the neck , legs,
feet and trunkb. Extending the arms one at a time then backc.
Crawling3-5 sessions for 5 minutes3-5 sessions for 5 minutes3-5
sessions for 5 minutes
Domain: Fine Motor
Priority: develop finger dexterity and strength; develop grip
strength
TERMINAL OBJECTIVE
ENROUTE OBJECTIVESLESSON/ ACTIVITY AND PROCEDURESDURATION
At the end of the quarter, the child will be able to do 1-2
simple paper-pencil tasks (coloring and connecting lines)1. Develop
finger dexterity and strengtha. Manipulate a squeeze ballb.
Manipulating a clothespin or soft binder clipsc. Singing action
songs with finger play (Eensy-Weency Spider)
2 sessions 30 minutes a day
2. Use a 5 point pen graspa. Use large pen-like objects such as
jumbo crayon and pencils, molded clayb. Practice doing up and down
strokes in a paper (push and pull) using hand-on-hand supportc.
Practice doing up and down strokes in a paper (push and pull) using
wrist supportd. Practice doing up and down strokes in a paper (push
and pull) independently
5 sessions a week 5-10 minutes a day
5 sessions a week 5-10 minutes a day5 sessions a week 5-10
minutes a day
Domain: Cognitive and Communication
Subdomain: Pre-reading
TERMINAL OBJECTIVE
ENROUTE OBJECTIVESLESSON/ ACTIVITY AND PROCEDURESDURATION
At the end of the quarter, the student will be able to increase
vocabulary by 10%1. Name 5 common picturesa. Show 5 common pictures
to the child while saying each nameb. Repeat showing the pictures
while saying the names and ask the child to repeat what youre
sayingc. Show the child the same pictures but ask the child to
identify the name of each picture2-3 sessions 20 minutes a day
2-3 sessions 20 minutes a day
2-3 sessions 20 minutes a day
2. Name 10 common picturesa. Show 10 common pictures to the
child while saying each name including the first 5b. Repeat showing
the pictures while saying the names and ask the child to repeat
what youre sayingc. Show the child the same pictures but ask the
child to identify the name of each picture3-5 sessions 20 minutes a
day
3-5 sessions 20 minutes a day
3-5 sessions 20 minutes a day
3. Name 15 common picturesa. Show 15 common pictures to the
child while saying each name including the first 10b. Repeat
showing the pictures while saying the names and ask the child to
repeat what youre sayingc. Show the child the same pictures but ask
the child to identify the name of each picture3-5 sessions 20
minutes a day
3-5 sessions 20 minutes a day
3-5 sessions 20 minutes a day
Domain: Activities of Daily Living
Subdomain: Dressing
TERMINAL OBJECTIVE
ENROUTE OBJECTIVESLESSON/ ACTIVITY AND PROCEDURESDURATION
At the end of the quarter, the student should be able to remove
and put on shirt with assistance 3 out of 5 times1. Pull over shirt
by doing the step with the child2. Pull over shirt by telling the
child what to do and doing with the child3. Pull over shirt by
telling the child what to do and showing the child how you want to
do it4. Pull over shirt by telling the child what to do and
pointing to something to prompt5. Pull over shirt by telling the
child what to do onlya. Watch videos of children dressing
independentlyb. Use backward chaining in teaching dressing.c. Begin
with a short sleeve shirt which is easier for the child to weard.
Use the following task-analyzed instructions for the child to
follow in order:i. Pull shirt over head ii. Push right arm up
through right sleeve iii. Push left arm up through left sleeveiv.
Pull shirt down to waiste. Make sure to give the child enough time
to finish each task.Backward chaining procedure: (sample)
Step 1With the child standing or in a comfortable position, put
on the shirt over the head and arms inserted into the sleeves. Pull
the shirt until underarm level. Ask the child to pull the shirt to
waist and guide with your hands. Praise the child if he completed
the task.20 minutes each day
Domain: Psychosocial
Priority: engage further in socialization and play
TERMINAL OBJECTIVE
ENROUTE OBJECTIVESLESSON/ ACTIVITY AND PROCEDURESDURATION
At the end of the quarter, the student will be able to
participate in social play and small group activities 4 out of 7
times1. Engage in pair activity 2. Engage in activities involving
small groupa. Provide activities which involve a pair to finish
such as: Building blocks/Lego Completing puzzles Art works Coloring
a big picture Playing with toysb. Give the child an opportunity to
initiate interaction by letting her choose her partner.c. For the
next activities, tell the child that they should rotate pairs or
choose another partner.d. For small group socialization, choose
games or activities that need 4-5 students to participate in such
as: simple obstacle race (*disability noted) movie and picnic time
(cleaning up together is a good socialization activity) brushing
teeth together
20 -30 minutes a day
