1. No.511, 3A Main, 5th Cross, OMBR Layout,
Bangalore – 560 043

2. Dealing with
Behavioural Challenges
in Early Learning
Alphonsa Joseph-Psychologist
Bhuvaneshwari- Speech –Language Pathologist

3. PUTTING PLANNING TO
PRACTICE
DAY 3 : 29TH December,2013

4. Contents
IEP
 COUNSELLING
 ROLE PLAY


5. What is an IEP?

a summary of the student’s :
strengths, interests, and needs,
the expectations for a student’s learning
during a school year
that differ from the expectations defined in the
appropriate grade level of the prescribed
curriculum

6. What is an IEP?
a written plan of action prepared for a
student who requires modifications
either in the regular school program or
accommodations in the regular school
program;
 a tool to help teachers monitor and
communicate the student’s growth
 a plan developed, implemented, and
monitored by personnel working with
the child.


7. What is an IEP?
a flexible, working document that can
be adjusted as necessary;
 an accountability tool for the
student, his or her parents, and
everyone who has responsibilities
under the plan for helping the student
meet his or her goals and
expectations


8. What is an IEP?
ongoing record that ensures continuity
in programming; and
 a document to be used in conjunction
with the provincial report card.


9. Important information to Be Included in an IEP
 Relevant
medical/health information
 Relevant formal (standardized) assessment
data
 Student’s current level of educational
achievement in each area
 Goals and specific expectations for the
student
 Program modifications (changes to the
grade-level expectations in curriculum)
 Accommodations required (supports or
services that will help the student access the
curriculum and demonstrate learning)

10. Important information to Be Included in an IEP
 Speech
and language and related
services provided to the student
 Assessment strategies for reviewing
the student’s achievements and
progress
 Regular updates, showing
dates, results, and recommendations
 Transition plan (if required)

11. IEP PROCESS
1. Gather
Informati
on
5.
Review
the IEP
4.Implem
ent the
IEP
2. Set the
Direction
3.
Develop
the IEP

12. 1.Gather Information
Review the student’s records
 Consult with the
student, parent, school staff, and other
professionals
 Observe the student
 Review the student’s current work
 Conduct further assessments, if
necessary
 Consolidate and record information


13. 2. Set the Direction
Establish a collaborative approach
(including the student and parent)
 Establish roles and responsibilities –
who are the professionals
involved, time alloted


14. 3. Develop the IEP
Identify and record the student’s
strengths and needs
 Identify goals and expectations
 Determine strategies and resources
 Develop a Transition Plan
 Establish a monitoring cycle


15. Implement the IEP
Share the IEP with the
student, parents, school staff, and other
professionals (providing a copy to parents)
 Put the IEP into practice
 Continuously evaluate the student’s
progress
 Adjust goals, expectations, and strategies
as necessary


16. Review and Update the IEP
Update the IEP periodically
 Review and update the IEP at yearend and when the student transfers to
another school
 File the IEP in the Student Record


17. Example of IEP
Date of IEP meeting
 Members in the IEP
 Main goals- eg-attention- give
description status of child,
 Next level- assessment , who does it?
 On regular IEP meetings, review
previous IEPs
 Core competence of an effective
teacher – maintaining a document


18. What is counselling? (1)






Counselling involves the following:
Interactive relationship
Collaboration
Set of clinical skills & teaching techniques
Positive reinforcement
Emotional support
Formal record
18

19. What is counselling? (2)
The purpose of counselling is to
establish:





Goals of IEP
Scheduling of sessions
Frequency and length of therapy
Potential involvement of others
Termination of therapy
19

20. BASIC COUNSELLING SKILLS
ACTIVE
LISTENING
PROCESSING
RESPONDING
TEACHING
20

21. Active listening skills
Active listening includes the following
skills:
◦ Attending
◦ Paraphrasing
◦ Reflection of feelings
◦ Summarising
21

22. ACTIVITIES
Attention
 Memory-visual, auditory
 Communication- vocabulary and
sentence structure development
 Social play


23. Role play
Case examples
 Open for discussion
