1039 Iep Report

Kate Street, Rachelle Sarra, Jessica Banfield, Lauren Neufeld & Sarah-Louise McLean
Student # 26017237, # 26018926, # 25947311, # 25151401, # 26098113

Wednesday 11am Tutorial
Denise Chapman & Sunanta Klibthong
IEP for a child with Developmental Delay

Background Information
Relevant Medical/Diagnostic Information:
- Anna has been diagnosed with a global developmental delay, of unknown origin.
- Medical report on file.
Anna (4 turning 5) is an enthusiastic child, who shows a love for life and learning. Through observations, we have been able to identify some key areas we would like to
focus on and help develop with Anna and her family before starting school in 2015. Her ability to feed herself and dress herself shows developing independence, however
her lack of understanding in social situations and her need for constant support and attention, along with the inability to use sentences and aggressive behaviour shows
some vital evidence that Anna is very delayed in her development. We would like to take this opportunity as a team to explore some key strategies and goals set out for
Anna, to ensure her transition to Primary school and her first year of school go as smoothly and enjoyable as possible.
Anna presents with severe delays in all areas of adaptive functioning and developmental delay, with the greatest delay in the communication/ social and adaptive
behaviour domains. The biggest concern is that Anna is not aware of the environment and students around her. She easily upsets the students through lack of social and
communicative skills. The latest incident occurred when Anna wanted to read a particular book, and because another student was reading it, she bit the other student, and
then snatched the book out of the other students hands.
Other Information:
Language Spoken: English
Agencies Involved: Childrens Special Services
School History (from pertinent Cumulative File Information):
Anna is in her 3nd year of preschool, having spent 1 year in the childcare room, and 2yrs in the preschool room (1 year half-time, and 1 year full-time). To date she has
required Teaching Assistant support in the school, to assist with her individualized programming and address safety needs.
Present Level of Performance:
Anna (4 turning 5) is an enthusiastic child, who shows a love for life and learning. Through observations, we have been able to identify some key areas we would like to
focus on and help develop with Anna and her family before starting school in 2015. Her ability to feed herself and dress herself shows developing independence, however
her lack of understanding in social situations and her need for constant support and attention, along with the inability to use sentences and aggressive behaviour shows
some vital evidence that Anna is very delayed in her development. We would like to take this opportunity as a team to explore some key strategies and goals set out for
Anna, to ensure her transition to Primary school and her first year of school go as smoothly and enjoyable as possible.
Student Specific Outcomes:
1. Annas performance will be improved for her to be able to independently speak and use language in the classroom with her classmates and teacher.
2. Anna will be able to devise and verbally construct short sentences to communicate with her classroom and her teacher
Student # 26017237, # 26018926, # 25947311, # 25151401, # 26098113
Domain: Communication
Student Specific Outcome 1:
To focus on Annas sounding of speech to enable her to communicate with others in the classroom
Behavioural
Objectives
Speak slowly and
deliberately so Anna
has a deeper
understanding of
what you are
communicating and
can communicate
back.
Instructional
Strategies
Situate your body
and eye contact
directly on Anna
whilst speaking and
get her to do the
same when she is
communicating in
class
Model correct
speech patterns and
avoid correcting
Annas speech
difficulties as they
may make her
frustrated
Encourage
repetition in
communication of
objects, tasks and
songs in class as
this may increase
her participation of
speech in class
Ask questions as
they are often used
to start a
conversation in
which you can gain
information from
Anna and provide an
opportunity for her to
communicate and
use her speech and
language skills.
Label areas in the

room with words
and pictures and
allow Anna to
pronounce them
and provide
assistance if
required
Materials/
Resources
Discuss with
parents at home
to read daily or at
night together and
allow Anna to
attempt at saying
the words or
pointing to
pictures and
asking her what
she thinks it is.
(You may like to
choose a book
with Horses as
that is what Anna
had an interest in)
Roles/
Responsibilities
SLP
TA
Anna
Teacher
Parents
Date
Started
October,
2014
Date to be
Completed
January,
2015
Evaluation and Review

- Teacher
- SLP
- TA
- Parents
- Use of Data Sheet,
embedded in Daily
Planner
Student # 26017237, # 26018926, # 25947311, # 25151401, # 26098113
Domain: Communication
Student Specific Outcome 2:
To focus on reinforcing Annas speech and language so she can communicate and construct short sentences
Behavioural
Objectives
Communicate more
with Anna utilizing
talking and singing
activities
Incorporates Annas
interests into
speech, such as
Horses and allow he
to form short
sentences as to
what she may like
about them
Encourage Annas
participation in
classroom activities
and discussions
(Talk to a partner)
Instructional
Strategies
Follow adult model.
Use scripting of
short phrases.
Verbal instruction.
Verbal prompt. Use
natural teaching
times. Develop
circle of friends.
Show and tell may
assist Anna to form
a sentence of an
interest she likes.
(Horses and Sand)
Ask open ended
questions about
Annas interests to
allow her to form a
short sentence
Materials/
Resources
Provide
assistance and
positive
reinforcement as
Anna shows the
ability to do
something with
increased
independence
forming
sentences
Roles/
Responsibilities
Teacher
Resource teacher
TA
Parents
SLP
OT
Date
Started
October
1st, 2014
Date to be
Completed
April 1st,
2015

Performance recorded as
per evaluation included in
the Daily Planner
Student # 26017237, # 26018926, # 25947311, # 25151401, # 26098113
Domain: Self Management
Current Level of Performance:
Annas greatest area of concern is in following directions. Anna is easily distracted and has a poor attention span. Anna can follow one-step instructions inconsistently. Her
attention is better at the start of a class and at the start of the day. Anna needs cueing to ensure she is on task. Anna has difficulty understanding fast speech and long
sentences.
Student Specific Outcome:
Have Anna dress and undress herself independently.
Behavioural
Instructional
Materials/
Objectives
Strategies
Resources
Anna will be able to
Anna will initially
Annas family will
unzip her pants and learn the starting
practice with her
unbutton her shirt, 4 points for
at home, getting
out of the 5
undressing and
dressed at the
opportunities given,
putting her clothes
start of the day,
by February 2015.
on. This will be
and getting
demonstrated in
undressed at the
small sections or
end of the day.
chunks to simplify
the process. By
making the skills
needed smaller, it
allows Anna to
recognize the
different stages
involved in this
complex process.
Anna will begin
learning how to
unbutton and
unzip. Early on,
this will be
undertaken with
large buttons and
large zips to build
familiarity with
these implements.
As she becomes
Roles/
Responsibilities
Teacher
Anna
TA
Parents
OT
Date
Started
October
1st, 2014
Date to be
Completed
December
April 1sth,
2015

Performance recorded as
per evaluation included in
the Daily Planner
These processes would
then lead into the putting
on and taking off of pants
and t-shirts. Again, this
would be done though
modeling and
demonstrations.
These skills can be
transferred into other
processes such as going
to the toilet, opening
bags, looking in lunch
boxes and other areas
which buttons and zips
may be found.
Student # 26017237, # 26018926, # 25947311, # 25151401, # 26098113
increasingly more
dexterous, we will
decrease the size
of the zips and
buttons, to the size
of ones she would
use on a daily
basis.
Student Specific Outcome: Social
To provide Anna with a routine so that she may become more active in the classroom and at home.
Behavioural
Objectives
Discover what
Annas interests are
so that these can be
used to make
activities more
enjoyable for her
and stimulate more
participation, i.e.
Anna responds well
to visual images
Instructional
Strategies
Provide Anna with
visual prompts
around the
classroom, to
stimulate
involvement
Make a chart with
visual
representations
(i.e. painting,
reading) of what
activities Anna has
participated in and
what she can
participate in
throughout the
school day. Anna
can adjust the
chart as she
Materials/
Resources
Roles/
Responsibilities
Teacher
Anna
TA
Parents
OT
Date
Started
October
1st, 2014
Date to be
Completed
December
April 1sth,
2015

By the end of a six month
period, several of Annas
interests should be
discovered and used to
stimulate interest in
classroom and daily
activities, which will assist
in providing her with a
sense of routine and
structure.
Student # 26017237, # 26018926, # 25947311, # 25151401, # 26098113
participates in
each activity.
Get Annas parents
to provide her with
a similar chart for
activities when she
is at home
References:
1. Education & Advanced Learning. (2014). Kindergarten to Grade 12: Student Services. Retrieved from
http://www.edu.gov.mb.ca/k12/specedu/iep/simon.html
2. Do 2 Learn. (2014). Social Skills: Social Skills toolbox. Retrieved from
http://www.do2learn.com/organizationtools/SocialSkillsToolbox/SharingMaterials.htm

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Kate Street, Rachelle Sarra, Jessica Banfield, Lauren Neufeld & Sarah-Louise McLean

Student # 26017237, # 26018926, # 25947311, # 25151401, # 26098113

IEP for a child with Developmental Delay

Label areas in the

Evaluation and Review

Evaluation and Review

Evaluation and Review

Student Specific Outcome: Social

Evaluation and Review

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