Dealing with Behavioral Challenges in Pre School Children - Workshop day 3

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Information about Dealing with Behavioral Challenges in Pre School Children - Workshop day 3

Published on February 16, 2014

Author: PreschoolTeachersTra


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

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



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

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. 

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 

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

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)

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)

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

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 

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

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 

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 

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 

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 

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

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


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

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

Role play Case examples  Open for discussion 

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