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IEA1501 ASSIGNMENT 3 2024.
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IEA1501 ASSIGNMENT 3 2024.
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EIEA1501 ,2024
IEA1501
Assignment 03,2024
TEBOGO NDHLOVU
, Due to his inability to communicate verbally, Tshepo exhibits challenging behaviour such
as temper tantrums when his needs are not addressed. He does not like loud noises and
would run away when he feels unsafe.
1. In the case study it is mentioned that an individual educational plan was developed for
Tshepo.
1.1 Explain what an Individual Educational Plan (IEP) is. Use your own words. [2]
For students with special needs, an individual educational plan (IEP) is a
individualized plan that outlines their specific learning objectives,
accommodations, and support services. It is customized to meet the singular
necessities of every understudy and assists with guaranteeing that they get the
important assets and help to assist them with succeeding scholastically and
formatively.
1.2 What are four goals that should be achieved in an IEP? [4]
1. Using alternative methods like picture exchange communication or sign
language to improve Tshepo's communication skills. 2. Teaching Tshepo coping
skills like deep breathing and going to a quiet place to control his emotions and
behavior. 3. Expanding Tshepo's freedom in day to day living abilities, like
dressing and taking care of himself. 4. enhancing Tshepo's social skills and
capacity for constructive and appropriate peer interaction. 1.3 Create Tshepo's
individual education plan (IEP) using the information in the case study. You can
utilize the IEP type of your school or make your own in view of the agenda
beneath. [20] Tshepo's Individual Education Plan (IEP): Name of Student: Tshepo
Birth Date: xx/xx/xxxx Grading: None Present Performance Levels: Tshepo is a
student who communicates through body language and gestures rather than
words. - When his needs are not met, he exhibits challenging behavior like temper
tantrums. - Tshepo may run away when he feels unsafe because he dislikes loud
noises. Annual Goals: 1. Correspondence: Tshepo will further develop his
relational abilities by utilizing elective specialized techniques, for example, picture
cards and a specialized gadget. He will be able to effectively convey his
fundamental requirements and preferences. 2. Close to home Guideline: Tshepo
will master survival methods to deal with his feelings and diminish the recurrence
of fits. He will also learn to recognize and express feelings of danger and
overwhelm. 3. Safety Awareness: Tshepo will take part in safety awareness
lessons to learn how to recognize dangers and act in an appropriate manner,
including asking for help from a trusted adult. Modifications and Adaptations: - To
help Tshepo comprehend routines and expectations, provide him with visual aids
like picture schedules and social stories. - Divide tasks into manageable steps
and offer sensory breaks when necessary. - Provide Tshepo with a tranquil and
secure retreat when he feels overwhelmed. - To encourage desired behaviors, use
praise and positive reinforcement. Particular Instruction: - To support Tshepo's
overall development, he will receive individualized instruction in social and
communication skills. - The communication specialist and Tshepo will collaborate
on the creation and execution of a customized communication strategy.
Evaluation and Monitoring of Progress: Through informal assessments,
observations, and data collection, Tshepo's progress will be regularly monitored. -
The IEP team will meet on a quarterly basis to assess Tshepo's progress toward
his objectives and make any necessary modifications to the plan. Collaboration
among teachers and parents: - Consistent support at home and in school through
regular communication between Tshepo's parents and the school staff. - When it
comes to Tshepo's education plan, his parents will be involved in setting goals
and making decisions.
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