PED 356 | Individualized Educational Program | Spring 2013

Individualized Education Plan

PED 356
Daniel Miller

PED 356 | Individualized Educational Program | Spring 2013

Student name = XXXXXX Present Level of Performance o XXXXXX is a 45 year old male. He is 6 tall and slender. XXXXXX is often quiet at the beginning of our lessons but he shows his personality as he gets more comfortable. Even though XXXXXX is not extremely talkative, he really enjoys the group activities. He loves to yell out a countdown to start the group activity, even if its a little too soon. We work in the dance studio in a small area near the wall. There are other groups of students also working in the studio and XXXXXX sometimes gets distracted and watches them during the lesson. With some encouragement he rejoins the group and continues working on his skills. I assessed XXXXXX in a variety of skills. He is not focused on one particular sport at his age but enjoys being active in a wide variety of activities. I used several game-like activities to assess XXXXXX during a lesson.
356 SKILLS ASSESSMENT

XXXXXX
Soccer (passing) Complete 7 out of 10 passes accurately and with acceptable form to a partner Basketball (dribbling) Dribble through the cones losing control of the ball under two times with good form Bowling Nock over at least 6 pins without throwing a gutter ball 3 out of 5 times Frisbee (passing) Complete an accurate pass 6 out of 10 times to a partner Baseball (throwing) Hit the target 4 out of 8 times with proper form

Student 2 / 10

6 / 10

1/2

/2

4/5

/5

8 / 10 3/8

/ 10 /8

o XXXXXX has several strengths and weaknesses in the four domains. One strength XXXXXX has in the psychomotor domain is the ability to catch and throw. Especially with a Frisbee, XXXXXX is able to pass accurately and catch the Frisbee most of the time. A weakness he has in the psychomotor domain is his ready

PED 356 | Individualized Educational Program | Spring 2013

position. Whenever XXXXXX is not directly performing an activity, he puts his hands behind his back. This sometimes leaves him unprepared to receive the ball. A strength that XXXXXX has in the affective/behavior domain is his patience. Whenever XXXXXX is waiting he is kind and state that patience is a virtue. He does not get frustrated that someone else is causing him to wait and is able to wait his turn very well. A negative behavior XXXXXX has comes up when someone else is speaking. Sometimes XXXXXX will not pay attention or not answer someone when they ask him a question. He usually responds to the question after some prompting. XXXXXX is strong when it comes to the cognitive domain. He was able to remember the four cues to the overhand throw after the second lesson and does well on our scavenger hunts. XXXXXX needs to work on his ability to stay involved in the lesson without someone having to ask him to participate. o XXXXXX would be able to participate in a general physical education class with only a few barriers. His inability to stay focused might cause him to struggle to keep up with individual tasks such as working out. His motor skills would allow him to participate in many activities but there are a few that he would require modification for XXXXXX to be successful. I believe XXXXXX would be able successful in this setting with a little bit of help because he is extremely friendly and able to work well with others. His motor abilities would allow him to keep up with the class and do well. Psychomotor - XXXXXX can throw overhand with proper form but does not stay in a ready position with his hands in front of him when waiting to catch an object. He knows how to properly execute many skills but when he is not focusing on them he reverts to improper form. Cognitive - XXXXXX is able to figure out problems and solve them in a reasonable amount of time. When prompted, XXXXXX can go through the four cues of overhand throwing and demonstrate the proper form.

PED 356 | Individualized Educational Program | Spring 2013

Affective - XXXXXX at times seems like he isnt listening or paying attention but often is and simply doesnt feel like responding. With encouragement, XXXXXX will answer questions politely and be actively

Psychomotor Long-Term Goal: XXXXXX will be able to hit a target 6 out of 10 times stepping in opposition with guidance from me. i. XXXXXX will be able to throw using three out of the four cues of the overhand throw ii. XXXXXX will be able to throw using all of the cues of the overhand throw iii. XXXXXX will be able to hit a target 3 out of 6 times stepping in opposition and using all four cues

Fitness Long-Term Goal: XXXXXX will be able to remain active, standing, or walking during the entire lesson without needing to rest for an extended period of time. i. ii. XXXXXX will only ask to rest three times during the lesson XXXXXX will be able to complete two scavenger hunt clues keeping a good walking pace iii. XXXXXX will be able to keep a good walking pace during an entire scavenger hunt and not ask to rest.

Cognitive Long-Term Goal: 3. XXXXXX will be able to correctly tell me the four cues for the overhand throw when I ask him and demonstrate them properly. i. ii. iii. XXXXXX will be able to name two of the three cues for the overhand throw XXXXXX will be able to name all four of the cues for the overhand throw XXXXXX will be able to demonstrate two of the four cues for the overhand throw

PED 356 | Individualized Educational Program | Spring 2013

Affective/Behavior Long-Term Goal: XXXXXX will stay on task by being actively involved in activities and conversation during the lesson. i. ii. iii. XXXXXX will only need to be reminded to stay on task four times in one lesson XXXXXX will only need to be reminded to stay on task twice in one lesson XXXXXX will be able to tell me what I said about the activity when prompted

Health Considerations o I do not believe there are any major physical or emotional concerns that need to be considered in order for XXXXXX to participate successfully or safely. Whenever safety is a concern however, the teacher needs to make sure XXXXXX is paying close attention so he understands what to do.

Behavioral Considerations o XXXXXX needs to be reminded to pay attention to whoever is speaking. He often loses focus and starts paying attention to one of the other groups of students in the gym. One approach I use is telling the group that Ill be asking some questions at the end of my explanation. This usually gets XXXXXX to pay attention and follow all instructions.

Modified Equipment o XXXXXX does not need any major modified equipment. I usually use a soft object or Frisbee when throwing to XXXXXX because at times he isnt ready because his hands are behind his back. The softer objects make it safe to XXXXXX to catch even if he is a little late and the object hits him.

Teaching Strategies o In order to avoid distractions, I make sure to have XXXXXX and the other students backs to the other people in the gym. This keeps their eyes on me and allows them to focus better. o Checking for understanding is extremely important. If I just jump into the activity XXXXXX often times doesnt remember what to do. Having him repeat

PED 356 | Individualized Educational Program | Spring 2013

the directions or cues helps him remember what to do and lets me know he really listened to my instructions. o Whenever shooting/throwing at a target or going to an obstacle course, I make sure the target is located in the corner of the gym away from distractions. This allows XXXXXX to remain focused throughout the entire drill and key in on the target. Projected Services o XXXXXX is a 45 year old individual and has already been through many services. I believe the services XXXXXX gets through the Sport and Splash program and other activities he does at SUNY Cortland and locally provide him with a good amount of social interaction and instruction. XXXXXX should continue to do these activities three to four times a week to maintain connected with others and to continue his skill improvement. Assessment o Throughout the lessons, XXXXXX will continue to work towards his annual goal. During different target activities, XXXXXX will work on his overhand throwing. Using the same assessment sheet, XXXXXX will be assessed on throwing and other skills that pertain to his interests. A report can be created with all of his assessments to show his parents/guardians his progress. Transition Services o XXXXXX is 45 and therefore has already gone through his transitional services but I could not get him to recall in detail his experiences. In order to continue to be successful in physical activity, I think there are a few things XXXXXX could work on. His ability to be self-motivated to participate and communicate with the rest of the group would help XXXXXX be able to go out and find his own opportunities. XXXXXX is active during the week and should continue this lifestyle in order to remain healthy throughout his years. XXXXXX has been coming to Sport and Splash for many years and I expect him to continue this in five years. In ten years, I expect XXXXXX to continue coming to the program or

PED 356 | Individualized Educational Program | Spring 2013

continue his physical activity in other ways. In 15 years, I envision XXXXXX remaining engaged in physical activity. XXXXXX is able to participate in many activities that allow him to remain active without putting too much stress on himself. o XXXXXX can be successful in many lifelong activities. He enjoys bowling, swimming, and Frisbee. These are activities that XXXXXX should be able to enjoy for a long time because they do not cause an excess amount of stress to his body. He has the skills and will be able to be successful in these activities for years to come. APE Placement Decision Model o XXXXXX is no longer in school, but if he was, I would suggest XXXXXX be in an inclusive classroom with an aid. He will be able to participate in many of the activities that a normal class would participate in if he has a little bit of help. XXXXXX enjoys learning new skills and likes being with a large group of people. The general classroom would allow him to have this social interaction. Having an aid with him in the classroom would allow him to have the necessary encouragement to participate in the lesson with the rest of the classroom. Service Summary o I have not been able to talk with XXXXXXs parent/guardian. Being out of school, XXXXXX is not in classrooms. When talking with XXXXXX, I found out that he lives in a group home and has some services provided there. Many of the things XXXXXX does are group activities where he gets to be social and interact with others. He does not receive any additional therapies at this time and is simply trying to enjoy all the things that he does.