Educational Information

Below is a sample of an Individual Education Plan. This can be a very valuable tool if you are planning to send your child to public school. Past experience with Teachers, Principals and Board of Education members has shown that they are usually completely unprepared top deal with the many issues that will confront a Primordial child who is entering the school population and interacting with average sized children. Issues surrounding the safety of the child, specialized medical attention, the assignment of a Teacher's Aide to the student, and customization of the child's educational plan are just some of the many hurdles that you will face.

It is important to understand the rights that you have in this area, and to press for as much special attention as you feel your child needs to be successful. There are a number of avenues available to parents of special needs children to get help in obtaining the services that they are entitled to. The link below will take ypu to the website of Reed Martin, J.D, who specializes in education law for children with special needs.

Special Education Law & Advocacy for Parents, Advocates, School Personnel Advocating for Children with Disabilities

Individual Education Plan (IEP)                     Date: May 9, 2001

Parents:

Current Program: Banner Elementary School / Kindergarten AM with one on one aid, Resource room in the afternoon

Dear I.E.P. Team:

We have drafted this outline to help us in understanding and pin pointing (Student’s name) specific educational and physical needs. The intent of the outline is to assist us in communicating what we feel his individual needs are to the I.E.P. Team.

It is our hope that the I.E.P. Team will review this outline with us and use it as a starting point to identify (Student’s name) specific needs and to help educate us as to how these needs should be properly addressed.

This process has helped us to stay on task and to personally distance ourselves from the very emotional aspects that can easily over shadow the entire process. We appreciate all that you have done in the past and ask for your continued support and patience.

Sincerely,

Parent’s Name

Goal # 1 Basic Math Skills

Annual Goal: To increase basic math skills.

Objective:

#1 (Student’s name) will object count to 20.

#2 (Student’s name) will match quantities to numbers up to 10.

#3 (Student’s name) will measure using standard units of inches and feet.

#4 (Student’s name) will identify values of money: penny thru quarter and paper money.

Goal # 2 General Knowledge and Comprehension

Annual Goal: To increase general knowledge and comprehension.

Objective:

#1 Student’s name) will recite alphabet from A-Z.

(Student’s name) will name, identify and match upper case letters.

(Student’s name) will name, identify and match lower case letters.

#4 (Student’s name) will name days of week, yesterday, tomorrow.

#5 (Student’s name) will name today’s date – i.e. Monday, May 7, 2001 with assistance.

#6 (Student’s name) will answer the following “wh” questions:

Goal # 3 Improve Independent Functioning Skills

Annual Goal: (Student’s name) will increase independent functioning skills in classroom.

Objective:

#1 (Student’s name) will follow the directions given for a work paper: (Student’s name) will be told the directions for a work paper and then asked to repeat the directions back to the teacher/aid.

#2 (Student’s name) will remain focused during group lessons, i.e. floor instruction, story time, etc.

#3 (Student’s name) will begin work activity with rest of group.

#4 (Student’s name) will be allowed to finish work at his appropriate pace.

Goal # 4 Articulation

Annual Goal: (Student’s name) will increase the intelligibility of his connected speech.

Objective:

#1 (Student’s name) will pronounce the sounds of the corresponding letters of the alphabet.

#2 (Student’s name) will pronounce the “T” in the words such as bottle, etc.

#3 (Student’s name) will repeat a 5-word sentence with correct articulation and word pattern.

#4 (Student’s name) will pronounce the “L” sounds in words.

#5 (Student’s name) will say the syllables in words articulately.

Goal # 5 Language Processing

Annual Goal: (Student’s name) is language processing skills for categories, similarities, differences and sequencing.

Objectives:

#1 (Student’s name) will name items for categories, i.e. animals – zoo vs. farm, wild animals vs. pet animals, etc.

#2 (Student’s name) will tell how items are the same.

#3 (Student’s name) will tell how items are different.

Grading Period -

#4 Student’s name) will be able to repeat and form patterns AB and ABB.

Goal # 6 Auditory Comprehension

Annual Goal: (Student’s name) will increase his auditory comprehension skills for questions and directions.

Objectives:

#1 (Student’s name) will follow 1-3 step instructions.

#2 Student’s name) will be able to repeat 1-3 step directions back to teacher/aid regarding a work sheet he is to complete.

#3 (Student’s name) will repeat a five word sentence back to teacher/aid.

#4(Student’s name) will answer 4 of 5 “wh” questions about a story that has been read to him by teacher/aid.

Goal # 7 Gross Motor Skills

Annual Goal: (Student’s name) will improve gross motor skills to catch a ball, to hop on both R/L leg, and to stand on one foot.

Objective:

#1 (Student’s name) will be able to catch a 7” “soft” ball in hands when tossed from 5’.

#2 (Student’s name) will be able to hop on R/L foot 5 times each.

#3 (Student’s name) will be able to stand on R/L leg for 6 seconds.

Goal # 8 Fine Motor Skills

Annual Goal: (Student’s name) will increase fine and visual motor skills.

Objective:

#1 (Student’s name) will copy letters A-Z using adaptive equipment as needed.

#2 (Student’s name) will copy numbers 1-20 using adaptive equipment as needed.

#3 (Student’s name) will cut out multiple angle objects and stay on the line with adaptive scissors.

#4 (Student’s name) will write letters of his first and last name.

#5 (Student’s name) will use appropriate line paper to write his first and last name within the lines.

#6 (Student’s name) will trace letters and numbers of his address.

SECTION 504 / A.D.A. REQUIREMENTS

(Requirements need to be addressed prior to the first day of school.)

Physical Disability due to (Student’s name)’s small size, 28 ¾” tall and weighing 15 lbs. – this results in limited reaching, pulling and pushing abilities.

Diagnoses: Osteodysplastic Primordial Dwarfism

Area #1 Restroom:

(Student’s name) will be able to perform restroom skills safely and as independently as possible.

Adaptive equipment will be needed for (Student’s name) to access the restroom independently. Door to restroom, locking door on partition, reasonable privacy, accessing toilet, reaching toilet paper dispenser, reaching sink/soap/towels. Privacy and dignity are important in this matter.

Requirements / Concerns:

a.) (Student’s name) will be able to open and shut door to restroom facility independently.

b.) (Student’s name) will have privacy in stall/restroom. Average partition height hits (Student’s name) above waistline.

c.) (Student’s name) will be able to safely mount the toilet without fear of falling in water. Low profile toilet (child size profile) is safest.

d.) (Student’s name) will be able to reach sink, faucet and operate controls for water.

e.) Student’s name) will be able to reach and operate soap dispenser.

f.) (Student’s name) will be able to reach and operate towel dispenser.

g.) If stool or other devices are used, steps will need to be taken to insure that (Student’s name) is not accidentally bumped or knocked off by fellow students.

 NOTE: A reasonable accommodation would be the use of a private restroom (nurse/staff, etc.) with assistance of an aid as needed. Similar to what is currently being done at the Banner Elementary School Kindergarten room.

Area #2 Doors and Entrances

(Student’s name) will be able to independently enter and exit through one of the exterior school doors.

Requirements / Concerns:

Lack of access poses a safety issue in emergency situations, inclement weather, intentional and unintentional actions of other students.

a.) School facility should have an electronic outside door with accessible button to enable (Student’s name) to independently walk in and out of school.

Area #3 Stairs and Steps

Requirements / Concerns:

Stairs and steps should be avoided for the following reasons:

a.) Safety Reasons: Size and weight difference with fellow classmates. It is easy for (Student’s name) to accidentally get knocked down on crowded stairs.

b.) Average height steps are difficult for (Student’s name) given his leg length.

i.e. it would be equivalent to an adult climbing steps that are knee to thigh high on a regular basis.

c.) Physical reasons: Minimize long term stress on (Student’s name)’s hip and knee joints.

Area # 4 Classroom

Requirements / Concerns:

Adaptations are needed in the following areas:

a.) Special Rifton chair for proper positioning at table and /or desk location. (feet must rest on floor or support, back well supported).

b.) Adapted loop scissors or small sewing scissors.

c.) Small markers and short pencils when appropriate (due to hand size).

d.) Coat hook/storage are within (Student’s name)’s reach.

e.) Other adaptations as needed.

Area # 5 Lunch Room / Cafeteria

 Requirements / Concerns:

a.) Assistance at entrance door.

b.) Assistance at selecting and carrying tray of food.

c.) Adaptation of chair to reach table height.

d.) Small fork, spoon and knife.

e.) Assistance with opening milk carton, etc.

Area # 6 Hallways and Drinking Fountain

 Requirements / Concerns:

a.) (Student’s name) will need assistance in crowded situations and hallways for safety reasons due to size and weight differences.

b.) Because of height and pressure required to work the controls, please allow (Student’s name) to use a small water bottle in place of using the public drinking fountain. Bottle to be filled by attending aid.

Area # 7 Playground / P.E.

Requirements / Concerns:

a.) Fast moving items, i.e. basketballs, baseballs, soccer balls, etc. should be avoided.

b.) Heavy swinging apparatus, i.e. swings, merry-go-rounds, etc. should be avoided.

Note: (Student’s name) is very active and can participate if safety issues are addressed.

Distance activities like walking, running and skipping should be reduce to compensate for (Student’s name)’s short stride.

Area # 8 Transportation

Requirements / Concerns:

Special transportation required as needed.

a.) Access into vehicle.

b.) Seat belt / safety restraint (limited reach would prohibit (Student’s name) from catching himself during sudden stops or starts).

Area # 9 Additional Concern

Because of (Student’s name)’s size care should be taken to make sure he is not put into close proximity to children with behavioral problems or children that have a problem with body control.

RECOMMENDATIONS:

 Repeat Kindergarten – if current instructors concur.

Continue small group instruction for kindergarten reinforcement – resource room.

Continue one-on-one full time academic aid to facilitate learning process and to help with physical adaptations needed because of (Student’s name)’s size.

Continue related services: Speech, O.T., P.T.

Speech Therapy: 60 minutes per week – 3 / 20 minutes or 2 / 30 minutes.

Minimum 1 individual session per week.

No more than 3 students in group sessions.

O.T. - 30 minutes per week.

P.T. - 30 minutes per week.

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