Revised copy 12th

November 2014

KENYA INSTITUTE OF SPECIAL EDUCATION

P. O. BOX 48413, NAIROBI – KENYA TEL: 8560314

ATTACHMENT /TEACHING PRATCICE

EXERCISE
Individualised Educational Programme (IEP) Preparation Guide Lines

The purpose of IEP is to remediate some identified difficulties a learner is experiencing after
diagnosis which is done through teacher-made tests. After diagnosis the student teacher will
prescribe a remediation programme which will remediate the difficulties. Good diagnosis will
lead to appropriate prescription and eventual remediation.

IEP FILE

This forms the backbone of the Attachment and will have the following sections which must be
clearly marked with the use of dividers.
 IEP TIME TABLE:
 SEATING PLAN/CHART:
 HISTORICAL BACKGROUND OF THE LEARNER:
 INFORMATION ABOUT THE LEARNING ENVIRONMENT:
 PRESENT LEVEL OF PERFORMANCE:
 LONG/SHORT TERM OBJECTIVES AND EVALUATION PROCEDURES:
 SCHEME OF WORK:
 PROGRESS RECORDS:
 CONCLUSION AND FINAL RECOMMENDATIONS:

IMPORTANT NOTES

IEP forms the backbone of effective teaching by the effective teacher. It will have the following
sections which must be clearly marked with the use of dividers.
 IEP TIME TABLE: ( high-light and shade with red the subject under remediation. Other
Attachment subjects should be in black)
 SEATING PLAN/CHART: (Highlighting the IEP learner).
The seating plan should show drawing arranged neatly depicting the seating arrangement of
the class and especially where the IEP learner is located.
What is a seating plan? A seating plan shows the location where each learner sits with the
IEP learner’s name written in a different colour for easy recognition. It is a diagrammatic
representation of all the learners.

What is a seating chart? Seating chart shows a list of names in the class. The IEP learner’s
name should be written in a different colour on the list for easy recognition. When one
positions the class seating chart, the IEP learner should be located quite easily. At times the
list can be in rows or columns. A seating chart is used where the number of learner’s is big
enough to make it inappropriate to fit into a plan format.

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  HISTORICAL BACKGROUND OF THE LEARNER:

This area should have the following information

 NAME OF THE LEARNER:

 GENDER:
 AGE OF THE LEARNER:
 NAME OF THE FATHER/MOTHER AND THEIR OCCUPATION: (if available).
 ADDRESS INCLUDING AREA OF RESIDENCE: (if available)
 DESCRIPTION OF THE HISTORICAL BACKGROUND:
Reasons for referral – Why do you think you should remediate this learner? This is
useful as it gives you the starting point/level baseline information.

Learners’ special interests/needs (this information can be obtained from the learner or
from her/his friends through interview or observation)

Information about the birth history (there could be existing records with the teacher
which can be used to know something about the birth history. If not, you can find out
from the parent/guardian. Remember this is a key factor in effective remediation)
Development milestones:
– how did the child grow and develop against the normal expected growth?
-Did the learner have difficulties in motor performance, language development and
personal – social skills? Are there issues with social interaction, self esteem and attitude
that may have implications on learning etc. There are some children who have had rough
time in terms of difficulties both in health and provisions.

Information about education background: What form or kind of education has this child
had by this time? What class rank has the child been holding? Were there class
repetitions over the formal schooling years? What do teachers past records like class
reports and portfolios say of the learner? Have any interventions been suggested before
and was any attention given to them?

Intervention procedures already tried. Has anything been used by the current teachers
to remediate the current problem area? Whether they succeeded or failed will assist you
in planning as this will form the foundation of planning. Do available records indicate
any barriers to such intervention eg inadequate teacher training, negative attitude and lack
of support.

Progress records – how the learner had been doing in the past both at home and in
school will definitely assist you in planning for the identified learner? Pick out from
records available (if any) improvements and declines and critically determine causal
factors that would assist future planning. You can take a look at the existing progress
records or mark lists.

 INFORMATION ABOUT THE LEARNING ENVIRONMENT:

How conducive is the environment to address the needs of this learner? What can assist you
to draw this information?
 SCHOOL’S NAME: The name of your identified learner
 CLASS: What class is this particular learner
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  NUMBER OF LEARNERS IN THE CLASS: Roll
 NAME OF THE HEADTEACHER:
 NAME OF THE CLASS TEACHER:
 NUMBER OF OTHER TEACHERS TEACHING THE LEARNER: This is a
numerical expectation NOT the names of the teachers
 DESCRIPTION OF THE CLASSROOM ENVIRONMENT:
- Classroom arrangement – how is the learning atmosphere including charts on the wall
and equipment? Do the learners sit in groups or rows?
- Ventilation- what is the level of congestion which can be the causal factor to this
effort?
- Lighting – this is critical for learners with low vision.
- Motivation.
- Noise levels
- Teacher morale and attitude(cognitive-thoughts, emotional-feelings, and behavioural-
action components).
- Individual attention.
- Adequacy of services eg teachers, toilets
- Play materials and other resources eg books.

 PRESENT LEVEL OF PERFORMANCE

- Present level of performance is information relating to what the learner is able to do (

skills and competences in language, arithmetic, social skills and behavior)

- Describes the learner’s achievements and needs in language, mathematical, social

skills and behavior.

- It describes some notable behavior characteristics that may affect the learner’s
academic performance. These are the areas of concerns to the teacher trainee.

- It may also have some information on the motor and perceptual abilities of the
learner.

NB: The information on present level of performance should relate to the actual
performance of the child in the chosen skill area as observed by the teacher trainee and
others as well as the test tools administered during the identification process taking into
account diversity of autism spectrum disorders.
How can teacher obtain this information?
i) Observation – This is planned viewing and analysis of learners’ behaviors and skills,
their work environment and their interactions with other students and teachers. You may
come up with an observation checklist and state:
-the purpose why you are observing the learner,
-the setting where observation will take place and
-the time when observation will be carried out
One may choose to observe social interaction, participation in various activities,
communication, and ability to work in a group, adaptive behavior, interests, and motor
performance.

ii) Interviews – The trainee may interview the parent, the learner, care giver, guardian,
peers, siblings, current class teacher, or previous teachers who have had opportunity to
teach or interact with the learner and other professionals working with the learner.

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 iii) Informal test tools (teacher made tests)
You should administer FOUR teacher made tests.
One general test for the whole class comprising the areas of Triads of Impairments
including sensory and motor skills, followed by three other specific tests which are now
made for an individual learner.

1. GENERAL ASSESSEMENT TOOL ONE

LEARNER’S NAME: Denis

GENDER: Male
AGE: 11 years old
CLASS: Primary Two

DESCRIPTION OF THE ASSESSMENT

The assessment is intended to find out the strengths and weaknesses of communication, social
interaction, imagination, sensory integration and motor abilities of Denis.
Directions: This will be done through observation, written test and engaging Denis in activities
inside and outside classroom.

SYMBOLS FOR YES OR NO

Devise a symbol for your test which will give you correct or incorrect response.
 Note the connotation for the traditional right and wrong to the test taker.
For example
- A tick (√) means yes.
- Asterisk (*) means no.

CRITERIA FOR PASS AND FAIL

Should state when does one pass or fail.
For example
If the child has more than half of the total score of any given assessment test then it will be
considered a pass and if he scores below half then he has failed.
OTHER ASPECTS TO OBSERVE
- Behaviour difficulties.
- Sensory issues.
- attention span
- level of motivation
ASSESSMENT CHECK LIST
A Communication Yes No
Does he react to sound?
- over reacts to sounds
- under reacts to sounds
- unpredictable reactions to sound
Does he respond to name being spoken
- seems oblivious to sounds of surrounding activities
- creates constant sounds as if to stimulate self
How does he communicate with peers
Through:
- Gestures
- Crying
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 - Pointing
- verbal
How does he express his needs though:
- Rocking
- crying
- leading you by the hand
- fixated staring
Is he able to follow instructions
Is he able to initiate communication
B Social interaction Yes No
Is Denis able to play with others?
Is he able to initiate interaction?
Which type of play does he like?
- Role play
- Social play
- Solitary play
Is he able to share objects with
- Peers
- siblings
- teacher
Is he able to initiate and maintain eye contact?
How does he receive items from the teacher or peers
- Grabs
- Grabs and throw away
- Is not interested
- picks from the table/designated area
C Thought and Imagination Yes No
Is Denis able to imitate?

Is he able to do a given task?

Is he able to express emotions?

Is able to follow a routine?

What is his attention span on tasks?

- Short
- Long

D Sensory Integration and Motor Skills Yes No

Does Denis throw temper tantrums?
Is Denis disturbed by bright lighting or colours?
Does he fear:
- Water
- heights
- unfamiliar places
Does he overreact to smells in the environment?
Can he make and recognize shapes?
Is he good in eye-hand coordination?
Is Denis able to manipulate objects
Does Denis complain about discomfort of clothing?
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 Does he put things into mouth?
- frequently
- rarely

DATA INTERPRETATION
How did the learner do? What were the strengths and needs?
For Examples
Denis seems to have had half in the area of communication and social interaction and more than
half in thought imagination, sensory integration and motor skills as revealed in the data.
However he seems to have difficulties in the area of communication and social interaction.

RECOMMENDATION
From the above data Denis seems to have issues in communication and social interaction.
Another assessment should be carried on these two areas.

2. ASSESSEMENT TOOL TWO

LEARNER’S NAME: Denis

GENDER: Male
AGE: 11 years old
CLASS: Autism B

DESCRIPTION OF THE ASSESSMENT

The intention of the test, what are you testing? What is the test intended to find out ?
For Example:
The assessment is intended to find out the strengths and weaknesses of communication and
social interaction of Denis.
Directions:
How will you administer the test?
The assessment will be administered under two different contexts i.e. in class and outside class
through direct observation this will be done through observation, written test and engaging Denis
in activities inside and outside classroom.
SYMBOLS FOR YES OR NO
Devise a symbol for your test which will give you correct or incorrect response.
 Note the connotation for the traditional right and wrong to the test taker.
For example
- A tick (√) means yes.
- Asterisk (*) means no.

CRITERIA FOR PASS AND FAIL

Should state when does one pass or fail.
For example
If the child has more than half of the total score of any given assessment test then it will be
considered a pass and if he scores below half then he has failed.
OTHER ASPECTS TO OBSERVE
- Behaviour difficulties.
- Sensory issues.
- attention span

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 - level of motivation

ASSESSMENT CHECK LIST

A Communication Yes No
What mode of communication does Denis use?
- Gestures
- Speech
- facial expressions
- eye contact
- body postures
Is he able to show a picture when mentioned?
Is he able to respond to his name?
Does he respond when communicated to?
Does he have odd pitch or intonation?
Does he have unusual rhythm or stress?

B Social Interaction
Can Denis take part in social play?
Is he able to share item with:
- Peers
- teachers
Is he able to play with peers?
How does he behave when cuddled?
- Cries
- Walks away
- Leans on.
Does he like a pat on the back or hand?
Does he have friends of his age?
Does he over-react to movement activities?
Does he become physically disoriented easily?
Does he sniff objects and people in unusual way?

DATA INTERPRETATION

How did the learner do? What were the strengths and needs?
For Examples
Denis seems to have had more than half in the area of social interaction but has failed in
communication. Therefore he seems to have difficulties in the area of communication

RECOMMENDATION
In relation to the above data another assessment is to be administered on communication.

3. ASSESSEMENT TOOL THREE

LEARNER’S NAME: Denis

GENDER: Male
AGE: 11 years old
CLASS: Autism B

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DESCRIPTION OF THE ASSESSMENT

The intention of the test, what are you testing? What is the test intended to find out?
For Example:
The assessment is intended to find out the Denis’ level of communication skills.

Directions:
How will you administer the test?
The assessment will be administered under two different contexts i.e. through direct observation,
written test and engaging Denis in activities inside and outside classroom.

SYMBOLS FOR YES OR NO

Devise a symbol for your test which will give you correct or incorrect response.
 Note the connotation for the traditional right and wrong to the test taker.
For example
- A tick (√) means yes.
- Asterisk (*) means no.

CRITERIA FOR PASS AND FAIL

Should state when does one pass or fail.
For example
If the child sores less than half in the assessment test then it will be considered a pass. If he
scores more than half then he has failed.

OTHER ASPECTS TO OBSERVE

- Behaviour difficulties.
- Sensory issues.
- attention span
- level of motivation

ASSESSMENT CHECK LIST

A Communication Yes No
Does he respond when communicated to?
What mode of communication does Denis use?
- Gestures
- Speech
- facial expressions
- eye contact
- body language
Is he able to show a picture when mentioned?
Is he able to use pictures to communicate?
Does he have the concept of personal space?
Does he have odd pitch or intonation?
Does he have unusual rhythm or stress?
Does he follow scheduled activities?

DATA INTERPRETATION

How did the learner do? What were the strengths and needs?
For Examples
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Denis seems to have had more than half in the area of social interaction but has failed in
communication. Therefore he seems to have difficulties in the area of communication

RECOMMENDATION
In relation to the above data another assessment is to be administered on communication.

4. ASSESSEMENT TOOL FOUR

LEARNER’S NAME: Denis Otieno

GENDER: Male
AGE: 12 years old
CLASS: Autism B

DESCRIPTION OF THE ASSESSMENT

The assessment is intended to find Denis’s aptitude in communication.

ADMINISTRATION

The teacher to teach some oral skills activities to the learner at the same times observes him
during P.E lessons to know his level of interaction.

CRITERIA FOR PASS AND FAIL

Should state when does one pass or fail.
For example
If the child sores less than half in the assessment test then it will be considered a pass. If he
scores more than half then he has failed.
OTHER ASPECTS TO OBSERVE
- Behaviour difficulties.
- Sensory issues.
- attention span
- level of motivation
- .

ASSESSMENT CHECK LIST

A Communication skills Yes No
What is his preferred mode of communication
- picture exchange system
- verbal response
- simple sign language
- facial expression
Is he dependent on prompts? if yes state the level
- full physical prompt
- partial physical prompts
- model prompt
- gestural/point prompt
- visual support prompt
Is he able to follow instructions?
- When on tasks
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 - To change activity without difficulties
Does he sing simple songs?
How does he express his needs?
Does he initiate a conversation?
Does he take turns at appropriate time in a conversation?
Is he able to use appropriate greetings
At what level is he able to use augmentative communication
systems:
- signing
- written sentences
- drawings
- photographs
- gestures
- miniature objects
- full-size objects

SUMMARY OF STRENGTHS AND WEAKNESS

PRESENT LEVEL OF PERFORMANCE

SKILL AREA STRENGTH WEAKNESS INITIAL
MEASURED RECOMMENDATIONN
Sorting -Denis has good -Cannot complete -Sorting be based on
perception able to task, distracted colours he enjoys most.
sort out objects of easily.
different colours.
Colour matching -Can match colours - Resistance to -Should be supervised
especially when change (need no closely by a teacher
using bead to form a disturbance).
sequence.
Oral skills -Able to respond to -Take time to - Closed supervision by a
simple instructions initiate a task. teacher.
through :
- Gestures
-Signals
Recognition of body -Feel happy about -Touch parts of the -Should be taught to
parts self. body by pointing. follow simple instruction
and behavior management.
Pre-reading skills: - May only point at - Look at pictures - Communication need to
- Pointing at pictures numbers he seem to for a short time. be enhance in his
be depressed and - Cannot remediation to improve his
confused (forget so concentrate on a social and behavioural
fast) task for a long time. character.

LONG AND SHORT TERM OBJECTIVES AND EVALUATION PROCEDURES

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 After you have summarized your tests, you have to state a LONG TERM OBJECTIVE focusing
on the length of your IEP implementation followed by several short term objectives which will
enable you achieve your long term objectives.

FORMAT
SKILL AREA OBJECTIVES EVALUATION
MEASURED PROCEDURES

LONG TERM SHORT TERM You can use tests or

By the end of ten weeks, -----  By the end of week 2, other forms of work
should be able to------ ---- should be able to to test the objective.
 By the end of week 4, (This how you will
(You should state ONE long ---- should be able to----- try to find out
term objective which is a  By the end of week 6, whether the
general summary as identified ----- should be able to biweekly objective
during the testing) ----- has been achieved).
 By the end of week 8, Each short term
--- should be able to----- objective should
 By the end of week 10, have a
----- should be able to corresponding
----- evaluation
(The short term objectives procedure which is
forms the ladder to the made to measure
achievement of you stated only that short term
long term objectives. These objective.
means they should be more
than one and evaluated on a
weekly or bi-weekly basis and
the identified difficulties dealt
with before moving on)

SCHEMES OF WORK : A copy of the subject under remediation whose format is as follows:

After the scheme of work a corresponding lesson should follow which must;
 be for the whole class
 Have specified activities for IEP learner which should be highlighted indicated what
he or she is going to do in order to achieve the already specified specific objective.
Remember assessors will look for the involvement of the learner by the teacher
during the teaching. She or he should not be the centre of the lesson.

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  PROGRESS RECORDS (the progress records will be for the WHOLE class but you
will be expected to describe the progress of the learner under remediation by first
stating the are of strength followed by the area(s) of difficulties).

The progress for the IEP learner should be as follows;

Subject: (whatever subject you are remediating)

Date Skill area Comments and evaluation

This is when the work What skill are you Was able to ----, however had difficulties in
is done evaluating after -------- (Please note that you start by stating the
instruction? area of strength followed by the area of
difficulties. DO NOT SAY CANNOT SAY HAS
DIFFICULTIES)

An IEP has the following important implementation information

DATE OF INITIATION: (date of when the remediation starts- in this case after
interpretation and planning of your remediation)

DATE OF TERMINATION: (date remediation ends- must end with the attachment or TP
time)

 CONCLUSION AND FINAL RECOMMENDATIONS.

- What was done
- What worked (achievements).
- What did not work (challenges)
- Way forward for skill training.ie what needs to be done in the areas of needs in future
to continue with the remediation. What do you suggest for the teacher who might take
over this learner?

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INDIVIDUALIZED EDUCATION PROGRAMME (IEP) SAMPLE

SKILL: Pre-number
LEARNER: Dennis Otieno
AGE: 10 years
CLASS: Primary Two
SNE TEACHER: Joanne n. Laiboni
ASSISTANT TEACHER: Jane W. Mochiri
SNE TEACHER TRAINEE: Kitur Geoffrey

HISTORICAL BACKGROUND OF THE LEARNER

Denis is the second born son of Mr. and Mrs. Geoffrey Ouma. They live in Mathare area 4A, he
was diagnosed with autism when he was five years old. In 2003 he developed epilepsy which
affects cognitive development. That was the time he was referred to Mathare Special School.
His parents paced him in school but he seemed not to cope with other pupils.
PRESENT LEVEL OF PERFORMANCE

The learner is sometimes uncooperative to new persons, destructed by activities near him so
easily. He has good receptive language skills, through lacks expressive language skills, he
normally termed whoever comes across as his father (baba). He sometimes experience fatigue
hence becomes depressed.

STRENGTHS AND WEAKNESS

AREA STRENGTHS WEAKNESSES INITIAL
MEASURED RECOMMENDATION
Classification of -He has good -Resists change of -Engages himself with
objects manipulative skills. tasks. activities which he
-Follows instruction Does not complete enjoys most.
when working with task when he is -Strict and fair
the teacher. alone. supervision is needed for
him to accomplish tasks.
Colour identification -He likes brightly -Does not recognize - To teach one colour at
coloured blocks. other colours. a time. Starting with
-Enjoys colouring -Scribes lazily when primary colours.
every part of the the teacher is close to
book. him.
Scribbling with -Can colour
crayons slightly and randomly i.e the
seemed to forget. whole page with less
concentration.
Number work (pre- -He can scribble - Has no number -To teach the learner to
number work) number one with concept. count number 1-5.
assistance of the -The learner to scribble
teacher. and colour objects.

OBJECTIVES
- Long term objectives – By the end of ten weeks Denis Otieno should be able to classify
objects according to their colour, shape and size.

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 - Identify, model, trace and write numbers one (1) and (2).
- Short term objectives – By the end of the 2nd week the learner should be able to
manipulate various objects of different sizes, colour and shape, play with coloured toys,
sort and group objects according to the colour.

EVALUATION PROCEDURES
Continuous assessment will be done on weekly basis using the following evaluation procedures:
- Observation
- Colouring
- Checklist
- Oral work

Termination date: 18/3/2014

SKILL: COMMUNCIATION

LEARNERS NAME: DENIS OTIENO

STRENGTHS AND WEAKNESSES

AREA STRENTHS WEAKNESSES INITIAL

MEASURED RECOMMENDATION
Socialization -Can imitate tasks. -Cannot follow -Need simple tasks.
-Enjoy the company instruction. -Need close supervision
of a teacher. -Cannot share with of the teacher.
other peers.
Oral work -Respond to simple -Lack expressive -To be prompted when
instructions. language skill. he does something small.
-Use some non- -Some how -The teacher to use what
verbal depressed when he he like most since he is
communication. did not enjoy the ready to change.
activity given.
Pre-reading -Manipulates objects, -Difficulties in -Let the learner match,
sorting and matching. recognizing letters, sort, and arrange objects.
numerals and shapes.
Writing -He can scribble -Have difficulties in -Works with the teacher
using crayons, completing the task. or assist teacher in most
pencils what he -Feel depressed most of the time.
enjoys. of the time.

OBJECTIVES
Long term objectives
By the end of the forth week, Denis should be able to:
- Sort out and match objects according to the colours and shapes.
- Identify some shapes according to his ability.
- Participate in simple activities according to his performance level.
- Match numeral number (1-5).

Short term objectives

By the end of the 2nd week Denis should be able to:
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 - Cooperate with the teacher in performing simple activities.
- Listen and respond to simple instructions.
- Match and group objects according to the shape.
- Colour or scribble simple shapes in his exercise book using crayons.

Evaluation procedures
These are the evaluation procedures to be used:
- Oral work
- Observation
- Written work.

GENERAL ASSESSMENT TOOL

NAME: Moses Mwai (Mure)

AGE:
GENDER
CLASS:

DESCRIPTION OF THE ASSESSMENT TEST

The assessment is intended to find out level of communication, interaction and imagination. It
will be administered partly through observation and participation in class activities.

CRITERIA FOR PASS AND FAIL

If the child scores 3 out of 5 it each of the 3 tried areas it is a pass below 3 is fail.

SYMBOL FOR CORRECT OR INCORRECT

Slant stroke/means correct an asterisk * means incorrect.

OTHER THINGS TO OBSERVE

- Imagination – Depressed and confused.

- Behaviour – insensitive
- Social – cannot move with others.
ASSESSMENT CHECKLIST
PRESENT LEVEL OF PERFORMANCE

OBSERVATION: DAY ONE

IN CLASS (INTERACTION) OUTSIDE CLASS

-Not regularly playing with people. -Communicate using body language.
-Living in own world much of the time. -Makes some funny noise when he saw a ball.
-Has motor problem (he cannot hold the ball
firmly.
Cannot socialize with others.

Communication:
-Is frequently not responding when others
communicate.
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-Is not initiating communication on his own.
-Is not frequently communicating needs or idea
intentionally.
Day 2
Social Language -Made some few words when he saw a ball
-Beginning to say word approximations. (mpira).
-Communicating occasionally with sounds, -Moves alone freely.
gestures and signs. -Pulls the teacher when his needs are not met.
-Saying some words but not many or
frequently (baba)

ASSESSMENT CHECKLIST
Communication Yes No
Does Moses Mwai have speech?
How does he communicate with peers.
- Gestures
- Crying
- Pointing
How does he express his needs:
- Rocking
- Spinning
- Aggressiveness
Is he able to follow instructions?
Is he able to initiate communication?
Social interaction Yes No
Does Moses interact with peers in classroom?

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