Sample Plan for Special Children

1. INDIVIDUALIZED EDUCATION PLAN (IEP)

2. PRESENT LEVEL OF PERFORMANCE (PLOP)
Strengths Deficits/
Weaknesses
Evaluation
Tools
Evaluation
Results
Interest
• Outstanding
ability in
drawing
• Can
understand
visual
sequence
easier than
information
presented
• Memorize
everything
she sees
• She has
hearing
impairment
• Unable to
finish or
continue a
task if
interrupted
• social skills
• cannot
translate
fractions to
decimal
• PAT – R
• (TOLD-I)
• She shows
errors in
production of
the sounds /s/,
/z/, /s blends/,
/r/, /r blends/,
/l/
• shows
significant
delays on all
the subtests
with the
exception of
grammatical
completion w/c
was at the 84th
percentile
• She loves
to solve story
problems
• She likes to
read the
picture and
the story
books
• She likes
drawing
rather than
watching
heard

3. Strengths Deficits /
Weaknesse
s
Evaluation
Tools
Evaluation
Results
Interest
• can
communicate
through
drawing
• could draw
in perspective
• does not
read
sentences
longer than 8
words
• errors in
production of
the sounds
/s/, /z/, /s
blends/, /r/, /r
blends/, and
/i/
• hesitant to
talk without a
picture cue
• Observation
Language
Sample
• TAC
• hesitant to talk
w/o a picture
cue, and had
difficulty using
English
temporal
markers
• did poorly in
the section
requiring figure
ground
discrimination,
further audio
logical testing is
recommended

4. PLOP #1: hearing impairment
Measurable Goal
At the end of 2 months, Mwajabu will be able
to communicate with the use of American Sign
Language (ASL)
Short-Term Objectives:
 At the end of 1 week, upon given instruction,
Mwajabu will be able to memorize the signs of
alphabet and numbers
 At the end of 3 weeks, upon given instruction,
Mwajabu will be able to memorize the signs of
basic sight words
 At the end of 4 weeks, upon interaction,
Mwajabu will be able to construct simple
sentences

5. PLOP #2: unable to finish or continue a task if
interrupted
Measurable Goal
At the end of 2 months, Mwajabu will be able
to finish or continue a task even if interrupted
Short-Term Objectives:
 At the end of 5 weeks, upon given a task,
Mwajabu will be able to finish or continue a task
with at least 2 or more interruption only
 At the end of 3 weeks, upon given a task,
Mwajabu will be able to finish or continue a task
with at least 1 interruption only

6. PLOP #3: social skills
Measurable Goal
At the end of 4 months, Mwajabu will be able to
socialize
Short-Term Objectives:
 At the end of 3 weeks, upon interaction, Mwajabu will
be able to initiate conversation
 At the end of 3 weeks, upon interaction, Mwajabu will
be able to say “hi or hello”
 At the end of 3 weeks, upon interaction, Mwajabu will
be able to introduce herself
 At the end of 3 weeks, upon interaction, Mwajabu will
be able to say polite expression
 At the end of 3 weeks, upon interaction, Mwajabu will
be able to show emphaty

7. PLOP #4: cannot translate fractions to
decimal
Measurable Goal
At the end of 3 months, Mwajabu will be
able to convert fractions to decimal
Short-Term Objectives:
 At the end of 3 weeks, upon given
instruction, Mwajabu will be able to
familiarize the fractions and decimal
 At the end of 4 weeks, upon given
instruction , Mwajabu will be able to apply
basic operation in fractions and decimal
 At the end of 5 weeks, upon given simple
conversion of fractions to decimal to solve ,
Mwajabu will be able to answer it correctly

8. PLOP #5: does not read sentences longer
than 8 words
Measurable Goal
At the end of 2 months, Mwajabu will
be able to read 2-3 paragraph
Short-Term Objectives:
 At the end of 4 weeks, upon given
instruction, Mwajabu will be able to read
simple word
 At the end of 4 weeks, upon given
instruction , Mwajabu will be able to read
sentences

9. PLOP #6: errors in production of the sounds /s/,
/z/, /s blends/, /r/, /r blends/ and /l/
Measurable Goal
At the end of 2 months, Mwajabu will be able
to pronounce correctly the /s/, /z/, /s blends/, /r/, /r
blends/ and /l/
Short-Term Objectives:
 At the end of 3 weeks, upon given instruction,
Mwajabu will be able to pronounce correctly the
/s/ and /z/
 At the end of 3 weeks, upon given instruction ,
Mwajabu will be able to pronounce correctly the
/s blends/ and /r blends/
 At the end of 2 weeks, upon given instruction,
Mwajabu will be able to pronounce correctly the
/l/ and /r/

10. PLOP #7: hesitant to talk without a picture cue
Measurable Goal
At the end of 3 months, Mwajabu will be
able to talk without a picture cue
Short-Term Objectives:
 At the end of 3 weeks, upon interaction,
Mwajabu will be able to communicate with at
least 3-4 picture cues only
 At the end of 4 weeks, upon given
instruction , Mwajabu will be able to use 1-2
picture cues only
 At the end of 5 weeks, upon given
instruction, Mwajabu will be able to interact
without using picture cues

11. RELATED SERVICES AND SUPPLEMENTARY AIDS
(PLOP 1-7)
 A referral to Speech Language Pathologist to assess &
treat the child who have communication disability
 A referral to Audiologist to determine the exact nature of
an individual’s hearing problem
 A referral to English Tutor
 A referral to Guidance and Counselor
 A referral to Applied Behavior Analysis (ABA) to
develop the child’s behavioral skills and to cope with the
challenges of everyday life.
 Request for the assistive device if appropriate for
Mwajabu:
Assistive Device
Hearing Aid more likely
Calculator more likely

12. Mwajabu will be integrated to the special
education set up with special classroom
accommodations and program modifications.
She will mainstreamed in English subject as
well as in extra curricular activities in the
school.
Component no.4 (PLOP 1-
7)
Explanation for Exemption
from
Non-disabled peer
activities

13. COMPONENT NO. 5 PLOP #1 HEARING IMPAIRMENT
ACCOMMODATIONS AND MODIFICATIONS
Class discussion Use of hearing aid
and sign language
Seating
Arrangement
She will be seated
in front
One – on – one
tutorial of ASL
Given 2 times a
week for 1 hour
by her Sped
Teacher
Component No. 6

14. COMPONENT NO. 5
PLOP#2 UNABLE TO FINISH OR CONTINUE A TASK IF
INTERRUPTED
ACCOMMODATIONS AND MODIFICATIONS
Activities Chunking of activities
and giving of
assignment
Example:
Continuation of
activities as an
assignment

15. COMPONENT NO.6 PLOP #2 UNABLE TO FINISH OR
CONTINUE A TASK IF INTERRUPTED
Accommodations and modifications
One –on – one teaching
with ABA
Given 3 times a month
for 1 hour
Parental Training Given to Mwajabu’s
parents for once a week
and conducted by
Mwajabu’s Sped
Teacher

16. COMPONENT NO.5
PLOP #3 SOCIAL SKILLS
STATEMENT OF INDIVIDUAL
MODIFICATIONS FOR STATE AND DISTRICT
WIDE-ASSESSMENTS

17. ACCOMMODATIONS AND MODIFICATIONS
Discussion in Group Activity Group Activity (e.g. Mwajabu will
be joined in different groups &
share her insights & feelings to
others.
School Program Mwajabu should cooperate and
interact to her partners and follow
members
Outcampus Program Mwajabu should initiate
conversation and say polite
expression to new people/friends
Playtime/Circle time Mwajabu should show emphaty to
her playmates and build
friendship
Mainstreaming Mwajabu will be mainstreamed for
math subject for her to socialize
to other in regular class.

18. COMPONENT NO.6
PLOP #3 SOCIAL SKILLS
ANTICIPATED FREQUENCY LOCATION
AND DURATION OF ANY SERVICES AND
PROGRAM MODIFICATIONS

19. ACCOMMODATIONS AND MODIFICATIONS
One –on – one session
with the Guidance
Counselor
Given 3 times a month
for 1 hour by Mwajabu’s
Guidance Councelor
Parental Training Given to Mwajabu’s
parents for once a week
and conducted by
Mwajabu’s Sped
Teacher
One to One Observation
Behavior
Given 5 times a week for
1 hour by Mwajabu
Sped teacher

20. COMPONENT NO. 5 PLOP #4 CANNOT TRANSLATE FRACTIONS TO
DECIMAL
ACCOMMODATIONS AND MODIFICATIONS
Time Duration When Mwajabu takes the
assessment test a longer time is
provided & required
Manner of Answering Mwajabu may use the calculator
Enough time is given to Mwajabu
to answer the test
Component
no.6
One to one teaching in
Mathematics
Given 5 times a week for one
hour by Mwajabu’s Sped Teacher
Parental Training Given to Mwajabu’s parents for
once a week for 3 hours &
conducted by Mwajabu’s Sped
Teacher

21. COMPONENT NO. 5 PLOP #5 DOES NOT READ SENTENCES LONGER
THAN 8 WORDS
ACCOMMODATIONS AND MODIFICATIONS
Class Routine Students will be assigned to read
saying provided by the teacher
before the English subject stated
Buddy Strategy Mwajabu will be paired with her
classmate who is good in reading
Component no.6
One on one tutorial with English
Teacher
Given once a week for 1 hour by
Mwajabu’s English Teacher

22. COMPONENT NO.5 PLOP #6 ERRORS IN PRODUCTION OF THE SOUNDS
/S/,/Z/, /S BLENDS/, /R/, /R BLENDS/ AND /L/
ACCOMMODATIONS AND MODIFICATIONS
Class discussion By presenting a different words
that produced /s/, /z/, /s
blends/, /r/, /r blends/ and /l/
sounds
Video Presentation of /s/,
/z/, /s blends/, /r/, /r blends/ and
/l/ sounds
After class discussion the teacher
will play a video and Mwajabu will
imitate the /s/, /z/, /s blends/,
/r/, /r blends/ and /l/ sounds on
the video
Manner of Answering The teacher will present a
words, then allow Mwajabu to
give enough time to read the
words that produced/s/, /z/,
/s blends/, /r/, /r blends/ and /l/
sounds on the video

23. COMPONENT NO. 6 PLOP #6 ERRORS IN PRODUCTION OF THE
SOUNDS /S/,/Z/, /S BLENDS/, /R/, /R BLENDS/ AND /L/
ACCOMMODATIONS AND MODIFICATIONS
One to one teaching in
English
Thrice a week (M-W-F)
and ½ hour a day with
English teacher.
One to one with Speech
language Pathologist
Given twice a week (M &
F) for 1 hour by
Mwajabu’s Speech
Language Pathologist
Parental Training Given to Mwajabu’s
parent for once a week
for 1 hour in conducted
by Mwajabu’s Special
Education teacher

24. COMPONENT NO. 5 PLOP #7 HESITANT TO TALK WITHOUT A PICTURE
CUE
ACCOMMODATIONS AND MODIFICATIONS
Class discussion The teacher will use
body gesture to start a
conversation
Component no.6 PLOP #7 anticipated frequency
location and duration of any services and program
modificationsAccommodations and modifications
One on one tutorial
with English Teacher
Given once a week for
1 hour by Mwajabu’s
English Teacher

25. MODE OF PERFORMANCE OF EVALUATION (PLOP 1-7)
Mwajabu will be assessed by her Sped Teacher
and General education teacher on daily basis to
maintain progress with respect to short – term
objectives. Assessment tools such as quizzes,
exercises, assignment, checklist and
observation will contributes the bulk of the
evaluation of quarterly report will be made to
summarize the result of the quarterly evaluation
program. This will be given to Mwajabu’s parent
every quarterly through local arrangement. The
annual progress report will be based on
quarterly assessment report and shall be given
Mwajabu’s parent at final quarter of the