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Dealing with Behavioral Challenges in Pre School Children - Workshop day 3
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Dealing with Behavioral Challenges in Pre School Children - Workshop day 3



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  • 1. No.511, 3A Main, 5th Cross, OMBR Layout, Bangalore – 560 043
  • 2. Dealing with Behavioural Challenges in Early Learning Alphonsa Joseph-Psychologist Bhuvaneshwari- Speech –Language Pathologist
  • 3. PUTTING PLANNING TO PRACTICE DAY 3 : 29TH December,2013
  • 4. Contents IEP  COUNSELLING  ROLE PLAY 
  • 5. What is an IEP?  a summary of the student’s : strengths, interests, and needs, the expectations for a student’s learning during a school year that differ from the expectations defined in the appropriate grade level of the prescribed curriculum
  • 6. What is an IEP? a written plan of action prepared for a student who requires modifications either in the regular school program or accommodations in the regular school program;  a tool to help teachers monitor and communicate the student’s growth  a plan developed, implemented, and monitored by personnel working with the child. 
  • 7. What is an IEP? a flexible, working document that can be adjusted as necessary;  an accountability tool for the student, his or her parents, and everyone who has responsibilities under the plan for helping the student meet his or her goals and expectations 
  • 8. What is an IEP? ongoing record that ensures continuity in programming; and  a document to be used in conjunction with the provincial report card. 
  • 9. Important information to Be Included in an IEP  Relevant medical/health information  Relevant formal (standardized) assessment data  Student’s current level of educational achievement in each area  Goals and specific expectations for the student  Program modifications (changes to the grade-level expectations in curriculum)  Accommodations required (supports or services that will help the student access the curriculum and demonstrate learning)
  • 10. Important information to Be Included in an IEP  Speech and language and related services provided to the student  Assessment strategies for reviewing the student’s achievements and progress  Regular updates, showing dates, results, and recommendations  Transition plan (if required)
  • 11. IEP PROCESS 1. Gather Informati on 5. Review the IEP 4.Implem ent the IEP 2. Set the Direction 3. Develop the IEP
  • 12. 1.Gather Information Review the student’s records  Consult with the student, parent, school staff, and other professionals  Observe the student  Review the student’s current work  Conduct further assessments, if necessary  Consolidate and record information 
  • 13. 2. Set the Direction Establish a collaborative approach (including the student and parent)  Establish roles and responsibilities – who are the professionals involved, time alloted 
  • 14. 3. Develop the IEP Identify and record the student’s strengths and needs  Identify goals and expectations  Determine strategies and resources  Develop a Transition Plan  Establish a monitoring cycle 
  • 15. Implement the IEP Share the IEP with the student, parents, school staff, and other professionals (providing a copy to parents)  Put the IEP into practice  Continuously evaluate the student’s progress  Adjust goals, expectations, and strategies as necessary 
  • 16. Review and Update the IEP Update the IEP periodically  Review and update the IEP at yearend and when the student transfers to another school  File the IEP in the Student Record 
  • 17. Example of IEP Date of IEP meeting  Members in the IEP  Main goals- eg-attention- give description status of child,  Next level- assessment , who does it?  On regular IEP meetings, review previous IEPs  Core competence of an effective teacher – maintaining a document 
  • 18. What is counselling? (1)       Counselling involves the following: Interactive relationship Collaboration Set of clinical skills & teaching techniques Positive reinforcement Emotional support Formal record 18
  • 19. What is counselling? (2) The purpose of counselling is to establish:      Goals of IEP Scheduling of sessions Frequency and length of therapy Potential involvement of others Termination of therapy 19
  • 21. Active listening skills Active listening includes the following skills: ◦ Attending ◦ Paraphrasing ◦ Reflection of feelings ◦ Summarising 21
  • 22. ACTIVITIES Attention  Memory-visual, auditory  Communication- vocabulary and sentence structure development  Social play 
  • 23. Role play Case examples  Open for discussion 