IEP Format 2021 MA Education.pdf

Individualized Education Plan

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PRACTICAL REPORT
ON
SERVICE LEARNING
Sub. Code: MAE525


Prepared by
Sujit Kumar Bhoi
M.A. education
Roll No- 20maeduc15

Submitted to
Dr. Shiva Shukla





DEPARTMENT OF EDUCATION
CENTRAL UNIVERSITY OF PUNJAB, BATHINDA
2020-2022

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CONTENTS
SL. No. Topic
1 Introduction
2 Individual Education Plan (IEP
3 Part-A
4 Part-B
5 Appendices

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Introduction
This document sets out guidelines for the preparation, implementation and review of
the Education Plan as specified in the Education for Persons with Special Educational Needs
(EPSEN) Act, 2004. One of the key provisions of this Act is to provide a legislative basis for
the introduction of Individual Education Plans (IEP) for students assessed as having special
educational needs. The legislation is specific about what an IEP must include, who is to
contribute to its formulation, and how it must be communicated to all the stakeholders. It is
hoped that it becomes the centrepiece of excellence in special educational provision. The IEP
is a system of identifying where the student is, where he/she is going, how he/she will get
there, and how to tell if the journey is successful. Thus, these guidelines serve as both a road
map and a practical guidebook for meeting the challenges posed by the development of a
formalised IEP system in Irish schools. It sets out how teachers/educators prepare for,
implement and review the various milestones on the journey and the signposts along the way.
It emphasises that the IEP should be a practical working document, which incorporates the
main areas of student need, as well as the key interventions planned to meet those needs.
These guidelines show how a school might document, in a conscientious and systematic way,
the steps taken in developing, implementing and reviewing an IEP. It is anticipated that the
implementation of these guidelines will contribute to excellence in special educational
provision, particularly in the areas of planning, evaluation and clear communication. The
process of consultation is central to the development of the IEP. While templates,
standardised forms and computer software may support this process, the guidelines caution
against relying solely on them. The guidelines recognise the challenge ahead and
acknowledge that the process is dependent on a whole-school commitment, understanding the
diversity of learning needs and supporting the collaboration of teachers, parents, students,
support staff, professionals and other relevant personnel or agencies in delivering effective
interventions in appropriate settings. The IEP provides teachers and parents with the
opportunity to have a practical and realistic dialogue about the student’s needs and to develop
creative ways of meeting that needs. The IEP directs the student with special educational
needs on his/her school journey.
Individual Education Plan (IEP)
It is a written document prepared for a named student specifies the learning goals that
are to be achieved by the student over a set period of time and the teaching strategies,
resources and supports necessary to achieve those goals. An IEP may usefully be thought of
as a product. However, there is also a process involved in developing the plan and it is the
quality of this process that determines the quality and effectiveness of the Plan. The
Individual Education Plan is developed through a collaborative process involving the school,
parents, the student (where appropriate) and other relevant personnel or agencies. It refers to
the adapted or modified aspects of the educational programme and focuses on priority
learning needs, although the student may also have other learning needs that will not require
the same intensive degree of planning and monitoring. Not every aspect of the curriculum
and school life needs to be modified for every student with special educational needs - only
those areas of identified need arising from assessment should be covered. The amount of

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adaptation and support will vary according to the individual learning needs of each student.
Some students with more complex needs may require significant educational modifications.

Individualized Education Programme (IEP)
PART-A
1. Name : Prachi Biswal
Date of Filling IEP: 19/12/2021
Date of Birth (age): 22/10/2011
Class & Roll No. : 5
th

Address: At- Bambrit, PO- Lakhamara, Black – Paikmal Dist-
Bargarh , Odisha


2. Mother tongue/Language(s) : Odia
Spoken by the Child

3. Significant information About the Child: She is a good student as told by her parents.
Actually she is belonging to poor rural family. The financial condition of her family is not
on that level to provide tuition for better understanding on different subjects. She always
tries hard from her side to give best performance in school examination. She is good in
all subjects except mathematics. Basically she was facing problems in multiplication,
Fraction and recognizing different geometrical shapes. She had problem in doing motor
activities such as drawing geometrics pictures using instrument (rounder, compass and
protractor). She is a studious student because each explanation of teacher listened
carefully. She showed her more interest to learn more things.
4. Associated condition if any: She has low span of attention and irritate very quickly

5. Referral to other services : Remedial teaching, Individual attention,
Motivational and moral stories

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PART-B
Date of programming: 19/12/2021
Date of Evaluation :03/01/2022

1. Area / Domain : Curricular/ Co- Curricular
After administering the pre assessment test, the teacher found that the child has problem in
both curricular and co-curricular aspects. Therefore, the teacher prepared the remedial
teaching which helps to improve the child’s performance in both curricula and co-curricular
aspects
2. Task / Skill / Activity:
a) Draw different angles
b) Two and three digit of numbers given to calculate multiplication
c) Different geometrical shapes were given to her to draw this pictures using
compass and rounder
d) A Picture of different geometrical shapes is given to recognize and write their
names
e) Exercise related to multiplication like 2*2, 3*2, 4*2 till 50*2 give to her
3. Present Functioning Level / Baseline
 She knows how to calculate the addition and subtraction
 Able to draw triangle
 Able to calculate Functional mathematics (loss and profit)
 Some extent to recognize the shapes of geometry
 Has good knowledge on number system
 Basic Knowledge about fraction
4. Specific Objectives / Instructional objectives
(i) Student will be able to calculate multiplication
(ii) Student will be able to recognise different geometrical pictures (triangle,
square, circles etc)
(iii)Student will be able to draw geometrical pictures independently
(iv) Student will be able to define the basic concept of fraction
(v) Student will be able to calculate addition in fraction

5. Materials needed
The following materials were used by teacher to teach the child;
a) Pictures of different geometrical shape
b) YouTube video
c) Flash Cards
d) Google meet
e) Drawing sheet
f) PPT

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6. Procedure
Day-1
In the day-1 the teacher gave orientation to the child regarding how we will learn.
Basically in day-1 teacher established rapport with child to provide a familiar learning
environment in which the child able to share his week point as well as strong point.
After that a check list was administered to assess the problem she was facing in their
learning. Then knowing the issues facing by the child, the teacher provided the
treatment.


Day-2
To make her understand about the concept of different geometrical shapes (circle,
square, rectangle and triangle) and different angles, the teacher used the following
pictures;

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Day-3
In this day the teacher taught about the multiplication and fraction. The screen shot of
this action given below.


Day-4
To make her understand about the small then and greater tan symbol (<, >), the teacher
explained it with certain activities which given below;

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Day-5
Here the teacher used smart chart to explain the different shapes such as circle, rectangle and
triangle. The screen shot given below.

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Day-6
Here, the teacher taught her about how to use protractor and rounder for drawing geometrical
pictures and different angles. The screen shot given below.

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Day-7
Place value and number system was taught by teacher by using PPT and picture.

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Day-8
After putting questions related to the above concepts, teacher found that the child had
problem in understanding the concept of fraction. Therefore, the teacher decided to revise the
concept of fraction in details. The concept of fraction was taught by PPT.

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Day-9
The concept of profit and loss was discussed by asking questions. Basically the teacher asked
the questions related to daily life activities for making her more familiar with this concept.


Day-10
Revised the concept of multiplication through assigning some problems and administered the
post test to assess the effectiveness of teaching.

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7. Reinforcement
For encouraging the students from time to time, the teacher used the following techniques;
 Some motivational and moral stories.
 Used the word such as Excellent, Good, Brilliant, Nice, Bright
 Showing gestures like smiling face, Nodding head
 Praise for trying the thing which she may think it is difficult
 Showing videos (related to concepts)
 Use some attractive pictures (smart chart)
 Readiness of her given more priority
 Use PPT to catch her span of attention

8. Evaluation
In this stage the teacher compare the pre-test score and post-test score to find out the
effectiveness of the teaching. In pre-test, the child secured eight out of twenty marks whereas
in post-test the child secured 17 out of 20. In term of percentage, the child secured 40% mark
in pre-test (means before remedial teaching) whereas the child secured 85% mark in post-test
(means after remedial teaching). The results shows that the child secured more marks in post-
test than the pre-test score which clearly demonstrated in the following histogram. Therefore,
it may be interpreted that the remedial teaching was found to be effective in improving the
performance of child in selected concepts.

Graph: Comparison of pre-test score and post-test score


Signature of the Coordinator Signature of the Teacher
8
17
0
2
4
6
8
10
12
14
16
18
Pre-Test Score Post-Test Score

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APPENDICES

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