IEP

Ministry of Education and Training

The W. Ross Macdonald School

350 Brant Avenue

Brantford ON N3T 3J9

Telephone (519) 759-0730

Facsimile (519) 759-4741

Ontario

INDIVIDUAL PROGRAM PLAN

FOR

KATIE WALKER

September 1999 to June 2000

DATE OF BIRTH: November 12, 1987

BOARD OF EDUCATION: Peel Board of Education

BOARD CONTACT PERSON: Ms. Donna Winters

EDUCATIONAL PLACEMENT: Sir John A. Macdonald School

250 Centre Street North

Brampton, ON L6V 2R4

Tel:(905) 457-5535

PRINCIPAL: Mr. Jake Johnson

TEACHER: Ms. Trudy Bernard

INTERVENOR: Ms. Julie Cooksie

CONSULTANT DEAFBLIND

RESOURCE SERVICES: Ms. Susan Jones

PRINCIPAL, RESOURCE

SERVICES: Mr. William R. Thompson

An Education and Resource Centre for the Visually Impaired and Deafblind/Centre Provincial des handicap6s de la vue.

Individual Program Plan for Katie Walker

September 1999 to June 2000 2

Background:

Katie is functioning as a student with deafblindness. As such, she requires a complex, comprehensive, educational and developmental program delivered within a variety of settings through the consistent application of specialized methods and techniques.

Katie presently attends Sir John A. Macdonald School where she is registered in a Grade 7 class. Katie’s individualized program plan is designed to outline areas of strength and needs; accommodations, modifications and strategies to be utilized by the intervenor; and behavioural objectives in a variety of developmental areas.

A Total Communication Approach (utilizing signs, speech, gestures, cues and objects of representation) is used in an effort to provide Katie with non-distorted information which she is able to comprehend and respond to in a meaningful manner. This is presented to Katie taking into account her visual and auditory functioning.

Katie will also participate in a variety of integrated subjects with her school peers, as deemed appropriate by her classroom teacher and her resource consultant.

In the Grade 7 program,, Katie will participate with varying degrees of intervention, assistance and support from her intervenor and teachers.

Katie's individualized program is designed according to her needs., interests, abilities, past performance and present level of functioning. It is delivered at the rate,, in the depth, and by the methods best suited to Katie's learning style, and is evaluated in terms of her improved level of functioning.

Methods and techniques utilized by the intervenor to facilitate Katie’s participation in the school program include:

encouraging use of residual vision and hearing to their fullest potential by alerting Katie to stimuli in the environment, and/or providing her with meaningful feedback on the stimuli. Development and refinement of perceptual skills will be targeted incidentally and within planned activities.

Individual Program Plan for Katie Walker

September 1999 to June 2000 3

· adapting activities and/or materials to meet Katie's needs, (ie. visual and auditory functioning,, language, mobility, motor skills, communication.,) and to motivate her participation.

· an activity-based approach to skill, language and concept development, encouraged through hands-on participation from the beginning to the end.

· a whole/whole approach to learning where all areas of development are targeted as opportunities present themselves during participation in all phases of an activity.

· pre-learning activities to provide Katie with experience and exposure to situations that will be of benefit to her during participation in classroom activities. Introduction of skills, language, concepts and a preview of materials to be used within group activities.

· post-learning activities to provide Katie with additional exposure to., and repetitions of experiences encountered in classroom activities, to ensure the greatest potential for skill,, concept and language acquisition.

· assistance with orientation and mobility to facilitate movement as necessary, and to encourage further development and refinement of these skills.

· positioning Katie within all situations in the location where she is best able to receive information and participate in the activity. This will vary in response to the type of activity (group or individual,) stimuli present (auditory, visual, tactual.,) activity undertaken, lighting., background noise,, etc.

· sufficient intervenor support to ensure successful participation in an activity, (ie. manipulation, communication.) Only the minimum level of support necessary to ensure success will be provided to encourage independence.

· manipulation of the environment to meet Katie's needs, and to allow for greater independence, (ie. lighting., contrast,, minimize background noise and reverberation, positioning of objects used.,) when possible.

· acting as a communication link between Katie and those with whom she interacts with (directly/indirectly.) These people include teachers, other staff., nurses, and persons within the community.

Individual Program Plan for Katie Walker

September 1999 to June 2000 5

PROGRAM AREA: VISION

Comments: (Strengths, Needs, Observable Behaviours)

· Katie is encouraged throughout the school day to use her residual vision, and demonstrates the desire to do so when appropriate methods and techniques are utilized.

· Katie will visually alert to objects, people or pictures within a focal distance of 4" to 10" when motivated to do so.

· Katie will now more consistently track objects and patterns horizontally from left to right and vice versa across her field of vision, moving her eyes and head. Katie is now also more consistently tracking objects and patterns vertically upwards and downwards from eye level.

· Katie co-actively participates in a visual stimulation program., and exhibits a distinct preference when independently choosing visually stimulating patterns.

· Stimuli which Katie alerts to most frequently are bright, have a good contrast (between colours on the object,, between the object and the background,) and/or utilize light or reflect light.

· Katie enjoys and will visually attend to sunlight coming through a window. When positioning in front of a window, Katie will turn her head to face directly out the window.

· Katie does not have visual correction prescribed at this time.

Evaluation of Previous Objectives:

Due to back surgery, Katie was unable to attend school for a number of months, and as such, her previous goals and objectives will remain relatively intact. There are additional objectives added to this particular program plan to ensure Katie’s motivation level, and level of interest,, for the upcoming school year.

Present Objectives:

1. Using an expanded repertoire of visual pattern cards, cause and effect games, boxes and activities, Katie will demonstrate the ability to visually alert, focus, turn towards and reach out for her favourite patterns and materials.

Individual Program Plan for Katie Walker

September 1999 to June 2000 6

2. Katie will develop increased ability to integrate visual, tactile and auditory stimuli in order to gain a better understanding of activity or object she is engaged in.

3. When presented with two objects of reference, Katie will use her visual gaze to make an independent choice. Objects should be presented simultaneously, one to the left and one to the right.

4. Katie will demonstrate the ability to attend to her visual environment to follow movement at close range (4-10 inches,) and to follow slow movement at an increased distance (1-2 feet.)

5. Katie will demonstrate the ability to attend to her visual environment, to continue to track objects and patterns more consistently left to right., right to left., top to bottom, bottom to top.

6. Katie will continue to integrate visual and tactual information together.

Individual Program Plan for Katie Walker

September 1999 to June 2000 7

PROGRAM AREA: AUDITORY

Comments: (Strengths, Needs, Observable Behaviours)

	Katie’s audiogram indicates that with amplification on, Katie hears all sounds within the speech range.
	Katie wears and tolerates well, ear level hearing aids from 6:00 a.m. to 12:00 midnight every day.
	Katie uses an F.M. System during her day at school.
	Katie participates in turn-taking vocal play, and intervening persons are encouraged to vocalize all aspects of Katie's daily activities with her.
	Katie does respond to some words verbally, however, she requires support from a Total Communication Approach.
	Katie enjoys using her hearing to listen to music, voices and sound which she creates co-actively with toys and musical instruments. She has also become quite attentive to familiar persons speaking to her, and exhibits enjoyment of listening to speech. Katie demonstrates appropriate responses to some speech, particularly her name, "Mom," "'Dad," and "music."

In addition to favourable responses to sound., Katie also exhibits startle responses to sudden and/or loud sounds,, and adverse reactions to some other sounds, (ie. screams, shrieking.)

Evaluation of Previous Objectives:

Due to back surgery, Katie was unable to attend school for a number of months, and as such., her previous goals and objectives will remain relatively intact. There are additional objectives added to this particular program plan to ensure Katie’s motivation level, and level of interest, for the upcoming school year.

Present Objectives:

1. Katie will continue to expand her oral, receptive vocabulary.

2. Katie will continue to participate in turn-taking vocal play, and will continue to vary her vocalizations in response to those of her playing partner, ie. imitate length/volume of vocalizations., imitate vocalizations.

3. Katie will develop increased awareness to auditory sounds within her environment through co-active exploration of sounds as they occur.

4. Katie will demonstrate the ability to distinguish between several different sound sources -> identifying, labeling and matching sounds within a Total Communication mode (pictures, objects, voices, daily play and routine activities.)

5. Katie will demonstrate the ability to integrate auditory and tactual information together.

Individual Program Plan for Katie Walker

September 1999 to June 2000 8

PROGRAM AREA: GROSS MOTOR

Comments: (Strengths, Needs, Observable Behaviours)

Katie participates in an exercise program designed by a physiotherapist and implemented by her intervenor utilizing deafblind methods and techniques. Massage therapy and aromatherapy is now encouraged to be used in conjunction with the exercise program.

Katie co-actively participates in a variety of range of motion exercises using her arms and her legs.

Katie demonstrates improved head control allowing Katie to visually focus on objects and materials presented in front at eye level.

Katie participates in a variety of body awareness songs, games and activities.

Evaluation of Previous Objectives:

Due to back surgery, Katie was unable to attend school for a number of months, and as such, her previous goals and objectives will remain relatively intact. There are additional objectives added to this particular program plan to ensure Katie's motivation level, and level of interest, for the upcoming school year.

Present Objectives:

1. Katie will increase her integrated sensory awareness through body movement and manipulation.

2. Katie will continue to develop body and spatial awareness through positional movements in space, and in a variety of environments (in/out, on/off, over/under.)

3. Katie will continue to enhance her overall level of fitness, body co-ordination, strength, endurance, flexibility and range of movement by continuing with her designated physiotherapy program and range of motion exercises.

4. Katie will co-actively participate in individual and group games and sports as presented in gym class. These will be adapted as necessary.

Individual Program Plan for Katie Walker

September 1999 to June 2000 9

PROGRAM AREA: FINE MOTOR

Comments: (Strengths, Needs, Observable Behaviours)

	Katie has demonstrated improvement in the range of motion of her arms and legs. She is also demonstrating a greater frequency in movement of., and accuracy in,, directing their movement.
	Katie frequently demonstrates the ability to grasp and release objects with minimal cueing, and the necessary support.
	Assistance is -required with Katie to transfer objects from one hand to another; use both hands together while playing, and to rotate objects in her hands.
	Hand-over-hand manipulation is necessary for participation in most activities. Independent or co-operative movements are facilitated and encouraged whenever possible.
	Katie tolerance of hand-over-hand manipulation during activities has continued to improve, as well as her toleration in forming gross signs.

Evaluation of Previous Objectives:

Present Objectives:

1. Katie will continue to refine pincer grasps.

2. Katie will continue with her range of motion exercises, in turn increasing frequency of movement and accuracy in direction of movement.

3. Katie will co-operatively participate in the manipulation of objects on occasion, ie. sound toys, Walkman,, creative materials., hand held fan.

4. Katie will participate in directed activities requiring the use of both hands, frequently with assistance, ie. opening/closing containers, creative activities, dressing/undressing.

Individual Program Plan for Katie Walker

September 1999 to June 2000 10

PROGRAM AREA: COMMUNICATION

Comments: (Strengths, Needs, Observable Behaviours)

A Total Communication Approach incorporating signs, speech, gestures, objects, body language, sound cues and signals is used to provide Katie with information throughout the day. Speech is used throughout all activities in conjunction with all other communication methods. Signs and gestures are presented to Katie hand-over-hand.

Object cues are frequently used to indicate to Katie the activity to come. She demonstrates the ability to discriminate these by using her visual gaze, and associates the cues with their respective activities. When giving Katie choices, it is important to limit the number of concrete cue options to 2.

Katie utilizes vocalizations, body language, eye movement, body movement (extend or withdraw arms) and facial expressions to communicate her likes/dislikes, interests and responses to stimulation,, environments and situations.

Evaluation of Previous Objectives:

Present Objectives:

1. Katie will continue to tolerate hand-over-hand signing relevant to daily routines, and presented in a simple manner. Katie will continue to expand upon her repertoire of expressive and receptive language through experiential activity based learning.

2. Katie will continue to expand her oral receptive vocabulary within a reactive environment. Intervening persons are encouraged to talk to Katie throughout all activities in her school day.

3. Katie will demonstrate increased attention to, and selectiveness during, choice making activities to ensure she chooses the option she desires.

Individual Program Plan for Katie Walker 11

September 1999 to June 2000

PROGRAM AREA: COGNITIVE

Comments: (Strengths, Needs, Observable Behaviours)

Katie enjoys routine and consistency as they allow her to anticipate activities to come. When her routine is disturbed, or consistency in approach to activities is not present,, Katie may become upset and quite vocal.

Katie is able to recognize a wide variety of objects using her vision and by touch, and is aware of the function of these objects, (ie. Walkman, hairbrush, toys, books.) Consequently,, objects are frequently used to indicate to Katie the activity to come., and they are used to provide her with choices.

Katie responds well to a Total Communication Approach and will respond to brief instructions presented this way within familiar routines.

Katie demonstrates the ability to discriminate between familiar persons, and will tolerate and associate different activities with different persons.

Katie uses a variety of experience books to concretize hands-on experiences,, and to reinforce newly learned concepts.

Evaluation of Previous Objectives:

Present Objectives:

1. Katie will continue to expand upon her knowledge base and language skills through the use of theme., seasonal, and experience booklets.

2. Katie will continue to demonstrate the ability to make choices concerning activities when presented with 2 options or concrete cues. Her choices will be represented by a visual gaze or by a hand movement in the direction of the desired choice.

3. Katie will co-actively utilize calendar systems daily to address time activities and weather concepts. Katie will use concrete cues and picture representation in her calendar work.

Individual Program Plan for Katie Walker

September 1999 to June 2000 12

PROGRAM AREA: SOCIALIEMOTIONAL

Comments: (Strengths, Needs & Observable Behaviours

Katie enjoys interacting with adults and peers., particularly family and others with whom she is quite familiar and has developed a good bond with. She expresses her enjoyment by smiling, laughing and vocalizing. Katie is much more tolerant, interactive., curious and attentive when participating with persons she has bonded with.

Katie is able to discriminate between familiar and unfamiliar persons, and between familiar persons by their voices and interaction with her. She has preferences for one/some persons over others for specific activities or at certain times,, and will demonstrate this by her actions.

Throughout all activities, Katie is encouraged to communicate her

needs/desires/feelings by providing her with choices., and by being reactive to her communication (ie. body language, vocalizations, facial expressions.)

Evaluation of Previous Objectives:

Present Objectives:

1. Katie will frequently use signs, facial expressions and concrete cues to express her wants and needs, as opposed to upsets and loud vocalizations. A reactive environment will be necessary for Katie to successfully accomplish this goal.

2. Katie will co-actively participate in peer games and activities to promote turn taking and friendship.

3. Katie will co-actively participate with her peers for integrated subjects, school assemblies and special events.

4. Katie will continue to anticipate the next, upcoming sequence or step for familiar routines and activities.

5. Katie will continue to increase her level of toleration and interest for all activities.

Individual Program Plan for Katie Walker

September 1999 to June 2000 13

PROGRAM AREA: ORIENTATION & MOBILITY

Comments: (Strengths, Needs., Observable Behaviors)

Katie underwent back surgery in January of 1999. Katie is recovering quite well and returned to school in April to participate in her classroom activities. The overall majority of Katie’s day is now spent in her wheelchair, which she now tolerates very well. Therefore, at this time, physical movements of Katie from the chair to a variety of different positions and situations have been put on hold. Katie is doing all work from her wheelchair using her tray to support her many activities and objects. She is continuing to co-actively participate in her range of motion exercises while seated in her wheelchair.

Evaluation of Previous Objectives:

Due to back surgery, Katie was unable to attend school for a number of months, and as such, her previous goals and objectives will remain relatively intact. There are additional objectives added to this particular program plan to ensure Katie's motivation level, and level of interest, for the upcoming school year.

Present Objectives:

1. Katie will continue to develop an increased awareness through appropriate communication and movement to indicate various body positions in space, i.e. on a mat, in her wheelchair, in her lift (when recovery is complete.)

2. Katie will be made aware of different environmental changes as they occur in her travels, ie. inside to outside., room to room, terrain changes - grass., sidewalks, gravel, walkways, curbs, ramps.

3. Katie will demonstrate a greater awareness of the locations where activities occur at school, ie. various classrooms,, gym, health room.

Individual Program Plan for Katie Walker

September 1999 to June 2000 14

PROGRAM AREA: LIFE SKILLS

Comments: (Strengths, Needs, Observable Behaviours)

All nourishment that Katie receives throughout her day is provided by a feeding tube. Katie meets with an appointed V.0-N. for one hour daily to receive her feedings.

Significant support is required for dressing/undressing. Katie will on occasion extend her arms/legs into her clothing and is encouraged to participate coactively to the greatest extent possible.

Katie co-actively participates in many of her life skills areas. Verbal cuing and concrete objects aid in Katie’s anticipation of the sequence of her life skill routines.

Evaluation of Previous Objectives:

Due to back surgery, Katie was unable to attend school for a number of months,, and as such, her previous goals and objectives will remain relatively intact. There are additional objectives added to this particular program plan to ensure Katie’s motivation level, and level of interest, for the upcoming school year.

Present Objectives:

1. Katie will more frequently participate in dressing/undressing by extending/withdrawing her arms/legs into or out of sleeves and pant legs, on occasion.

2. Katie will alert to each body part and its movement once cued to do so., demonstrating increased body awareness.

3. Katie will continue to participate in all life skills areas. These include dressing/undressing/ hair care,, toileting, personal grooming. Katie will demonstrate increased anticipation when her life skills cues are presented to her prior to beginning the skill.