PUPIL B

IRENE JOYCE DULAY

SHERINA GATO
 GOALS:
1.Within one academic year, Pupil B will develop
eye contact, social understanding skills, and
basically understand non-verbal
communications.
2.He will be able to respond appropriately to
social interactions, increase socio-emotional
development, and eventually gain friends.
 OBJECTIVES:
1.To provide ABA therapy atleast twice a week to develop
his social skills and gain friends.
2.To provide RDI (Relationship Development Intervention)
for developing eye contact and to understand body
language and facial expressions.
3.To let Pupil B participate in activities like role playing and
musical concert to enhance his ability for change of
routines.
4.To initiate interaction with others by telling stories or
asking questions.
 Assessment/Evaluation Procedures:
Assessment for Autism Spectrum Disorder
requires time, collaboration among health care
and educational professionals, and knowledge
about development. The evaluation follows
directly from the diagnostic criteria that focus on
impairment in social reciprocity, language, and
restricted patterns of behavior. (Filipek et al,
2000)
 Assessment/Evaluation Procedures:
Pupil B showed social communication issues at
home at the age of 2 and a half. He was diagnosed
with Autism Spectrum Disorder and went therapy at
Haven of Hope Therapy Center, where it helped him
to utilize his creativity while developing his
imagination, dexterity, and physical, cognitive, and
emotional strength. He also went to Daycare Center
for him to experience the regular school set-up, to
learn socialization too.
 IEP Team Roles

Classroom *Case manager and facilitator. General

teacher (General Education Representative. Provide
Education and information regarding child’s academic,
SPED Teacher) physical, behavioral and functioning levels
of strengths and concerns.
*Develop, review, and revise areas within the
IEP such as appropriate positive behavioral
interventions, strategies, goals,
supplementary aids and services, and
service delivery.
*To implement the educational plan and
assess the pupil’s progress
Parent / The active member of IEP team. They
Guardian know their child very well. Provide
information on student’s preferences.
Helps the teacher in implementing plans
at home and maximizes the potential of
the child.
Speech and Case manager and facilitator of speech
Language only. Suggest ways to maximize student’s
Pathologist speech, language and communication.
Psychologist Case manager and facilitator for initial IEPs,
infant transition meetings, and manifestation
determinations.
Provide additional support to the IEP team by
request. Assess or reassess the child for special
education eligibility.
Related Service Support Case Manager in IEP by providing
Providers information and suggestions in their area of
(OT, APE, PT) service
To give support, advices, and help implement
the educational plan
Nurse Attend IEPs by request. Active participant in
areas of health and medical concerns.
 CURRENT ACHIEVEMENTS
Learning Successes Learning Challenges
(Academic and Non-Academic) (Academic and Non-Academic)

+ has intense focus on things that - Minimal difficulty in understanding

interests him non-verbal communications
+ is developing affection on siblings - Difficulty in responding to social
+ expresses a range of emotions interactions
+ can follow 3 or more instructions - Struggles in maintaining eye contact
+ can play with toys - Repetitive pattern of behavior
+ his fine motor skills are developing - Gets easily upset by changes
as he can turn book pages one by - Has troubles using the first person
one and can screw, unscrew jars - His gross motor skill are not yet fully
and door knobs. developed as he is having a hard time
+ can climb, run, walk up and down pedaling a three-wheeled bicycle.
the stairs.
 SCHOOL / CLASSROOM PROGRAM FOR SCHOOL YEAR 2019 - 2020
Short Term Educational Evaluation Evaluation Procedure
Objectives Approaches / Learning Schedule
Opportunities (projected
date)
Upon arrival in school, After a quarter of daily
the child is asked to exercises during circle
put his bag in his time, Pupil B will be
Pupil B will follow cubby hole and his Sept. 7, assessed if he can do
instructions upon folder envelop on top 2019 the routines every
arrival each of teacher’s desk, then (Saturday) morning upon his arrival
morning sit on his designated without any instruction.
chair. It is recorded in his
Pupil B will learn the checklist until he can do
routine by doing this it on his own.
every morning.
 Every Monday, a
new story is given
with activities that After a quarter of
Pupil B will follow. Then every Sept. 7, ABA and RDI, Pupil B
answer the day, the story is 2019 is expected to
questions reviewed and the (Saturda answer questions
related to the teacher asks the y) related to a certain
given story pupils on the details topic, lesson or story.
until they come up Oral assessment can
with the whole be given.
story. Organization
of thoughts and
communication is
being taught and
practiced.
 The goal is to be
familiar with After a semester of
Pupil B should routines and get school, Pupil B is
be involved used to transitions Oct. 26, now involved in
and practice between tasks by 2019 musical concert and
regularly giving breaks. The (Saturda play. He will be
extra- practices can be y) evaluated during
curricular repetitive but can practices and
activities also change. It also performance on
develops socio- Recognition Day
emotional skill by (Oct. 25)
being cooperative, (analysis of pupil’s
patient, and performance)
obedient.
 Sportsmanship is After a semester of
being taught here, school, a once a
by cooperating Oct. 26, week organized
Pupil B should with peers, 2019 play can be
join the socializing, (Saturda observed and put in
organized negotiating, and y) writing (journal) if he
game/play participating. It will is participating or
every week improve showing
understanding of inappropriate
body language actions. He should
and facial then be observed to
expression among cooperate with
his classmates, peers.
 Accommodations

Daily Routines – Daily class schedule detailing the broad activity categories

Alternate Media – Provide multiple media options for his learning style
 For visual – videos, pictures, charts
 For auditory – recording or vivid description like in a story
 For none of both – tactile tools like flash cards, board games and crafts

Sensory Tools – like fidget (stress ball, wiggle cushions, spinner, bands) to improve
focus and control

Quiet Corner – a time to calm down and rest

Extra Breaks – for transition between tasks and recover from the demands of the
classroom environment.

Playing it by Ear – utilizing all the available resources to provide an appropriate

learning environment. This depends on the need of the pupil at the moment.
 Modifications
Use different materials or learning approach (skip counting by ten, instead of
memorization, teach the 10-20 game; use of popsicle sticks for addition; use
of kinetic sand for writing)

Assessment can be oral.

Lessons can be in a story form or situational.

Use positive reinforcement.

Use peer support and mentoring

Have parent sign homework and behavioral chart

Chart progress and maintain data

Film or Video supplements in place of reading texts.

 RECOMMENDATIONS:
Pupil B showed progress during his therapy, but there are still
a lot to cope to. Continuous therapy is encouraged, but can
be accommodated to inclusive education because he
showed no behavioural problem. Another assessment can be
given at the end of the school year to monitor his progress,
and from there, we can give another recommendation.
Parents need timely information about educational plans for
their child, this information needs to be conveyed to them in
a meaningful way that gives them time to prepare to fulfil
their roles and responsibilities.