Individualized Education Plan (IEP) for a High school Visually Impaired Pupil in Mathematics
An Individualized Education Plan (IEP) for high school students with visual impairment is very important program and services. This program enables to identify learning expectations that are being modified from alternative to the expected curriculum policy appropriate to accommodate the needs and requirements of those high school students with visual impairment in a particular subject or course. Furthermore, the IEP helps the teachers to monitor the student’s progress and provides a framework for communicating information about the student’s progress to their parents. This must be updated regularly for record purposes of any changes and progress in the student’s special education program and services as a result of continuous evaluation of the student’s achievement of annual goals and learning expectations. Likewise, the IEP replicates the school’s commitment in providing the special education program and services along with the educational resources available and needed to meet the needs of the students as well as to identify the strength and weaknesses of the students. Mainly, the school principal is responsible for the compliance with all of the requirements for the development and implementation of students’ IEPs. The major reasons why IEP has been developed for the disabled students is because it aims to identify the areas of strength of the student for the benefits of the students, as well as to the people around them such as parents, school staff and Ministry of Education.
(http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html)
In addition, there must be an adequate preparation programs among the school staff and personnel in terms of individualized academic and non-academic curriculum needs of the visually impaired students. In fact, there are many interventions that can be made by the teachers with the students in side the classroom. And, one of them is the game and building teamwork in Mathematics. There are various types of number games that are very helpful and effective for visually impaired students. The students only need one number cube, paper, pencil for every team and different math story problems. Indeed, a special education class needs a variety of behavioral systems and point system for every student. Each student has given a chart with points that he or she earned in each day for mathematics. This chart must be signed by the parent and returned daily to the teacher. Every month, the student has the privilege to go shopping inside the “classroom store” for his or her school supplies and some food goodies all for free. Aside from that, the high school students are being taught of doing hands-on-activities to be able to practice their measuring square footage abilities and skills. This activity permits them to get out of the classroom and acquire an informal learning style outside. By this way, the students have the chance to calculate the square footage of a given area of the location. And, the materials are very easy to produce for this type of mathematical activity such as created worksheet by the teacher and tape measures. Though a created worksheet, the teacher will take the students to different areas of the school and have them solve problems for square footage. Just take look different scenarios below for illustration purposes:
1. The students have to calculate the amount of concrete necessary to put a three foot wide sidewalk around a modular building on campus or around a common grassy area.
2. The students have to calculate the amount of carpet needed to cover the cafeteria if they need to leave a 2 foot band of tile all the way around.
3. The students have to calculate the amount of space needed to put a swimming pool on the property with a 3 foot deck all around. Then, they will solve the problems inside the classroom after discussing and analyzing the possible solution to the problems.
(http://www.pacificnet.net/~mandel/SpecialEducation.html)
Another example of mathematical problem for the disabled students is how to apply percentages to real life scenarios by figuring out the amount of income tax that will be withheld from a particular salary of a person. The students will be able to apply percentages to real life situations by figuring the amount of income tax that will be withheld from a salary; as well as they will able to calculate how much they are going to pay to the federal government on their local income tax a year when they are already working. This needs a research work from the internet. The teachers must assess the students in visualizing the things they will find in the internet through the help of the special visual gadgets for them. All these are possible if the teachers follow the course of study for their particular district. Plus, the disabled students need a strong language arts and math programs; in order to reach the goals of making them to become advanced and innovative students in individualized education program. (http://www.teach-nology.com/teachers/lesson_plans/math/912/)
References:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
http://www.pacificnet.net/~mandel/SpecialEducation.html
http://www.teach-nology.com/teachers/lesson_plans/math/912/
Credit:ivythesis.typepad.com
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