MY IEP EXPERIENCE

 MY IEP EXPERIENCE

It was really a learning experience for me to prepare and execute the IEP for children with learning

disorders. The cooperation availed so for from the parents of the children involved and their school

authorities were creative and useful .The project helped me to understand and assimilate the different

processes and techniques possible in fixing the annual goals, specific objectives , conducting task

analysis and in planning the procedure of the intervention. Though effective intervention could not be

completed due to the restrictions imposed as part of precautionary measures against the pandemic -

Covid 19, remedial classes have already been taken initially for a few periods in MARCH 2020 in real

classroom situations and the remaining classes were continued on phone and with maintaining social

distance and other required precautionary measures with the consent of the parents. The progress of the

students have been noted and I am glad to point out here that even this kind of indirect intervention

based on the IEP has been effective and overwhelming.

There has been observable improvement in the case of Priyanand ( Name changed as directed) ,

the child with slight manifestations of dyslexia. He has begun recently to read and write Malayalam

confidently. But in the case of the child with distinct manifestations of NVLD and Dyscalculia (

SNEHAPRIYA , Name changed as per latest directions ) , no further observable improvement could

not be identified .Her problem with mental maths and discrepancy in performance still persists even after 50 hours of remedial intervention since MARCH 2020.But the fact is that my instructional approach towards the child have been undergone a thorough change ! 

The accomodations and modifications revealed as possible in the case of NVLD and Dyscalculia during the process of assessment of learning disorders and preparation of this IEP have helped me a lot to use many of them during my interventions recently. For example the instructions for solving word problems are now given with more picturesque,minute details than I ever did as a maths teacher . I “ think aloud ”and convince the child how to reach at the solution. I encourage her to try approximation to reach at the answer mentally. I don’t now insist on calculating without “ counting in fingers ” . Instead I would say ,”“you can count on your fingers if you need.”.Then I also tell her to describe the logical steps in details which she gives almost accurately

.Before a math test ,I would give her a training in preparing systematically for math test by trying to

think , analyse and write a few steps for every word problem instead of just “reading the notes ’ . I

have tried using Assistive Technology for helping this student in learning using softwares like Geogebra

and Mindspark. I have also explored the use of plenty of rewards, positive comments, real life

experiences and simple math games integrating sensory learning approaches.

The promising result of this kind of intervention is that the child has begun to respond to remedial classes and tests in maths confidently with a slightly improved performance level. The accomodations , modifications and remedial interventions required continually in her case have been intimated in detail to her parents and school authorities.

From this experience it is evident that this project of preparing the IEP has transformed the

student as well as the teacher and it convinces us about the need for detailed planning and executing of

the accomodations and modifications required for interventions for each learning disorder . The

cooperation and participation of the parents and the respective school authorities is also a must.

POINTS TO REMEMBER 

1.IEP transforms the teaching process.

2.IEP may not bring observable changes at short notice in the academic performance of the child but it will instil hope and confidence in her / him.

3.IEP will help us to establish and  identify the possibility of  learning disorders in the child.

4.Detailed and minute planning with the right acoomodations and modifications is a must.

5..The cooperation and participation of the parents and the respective school authorities in the process is also a must.

Process of interventions in the case of a child with NVLD/ math disorder

1. Do not expect observable changes at short notice in the academic performance of the child but it will instil hope and confidence in her / him

2. Must give detailed instructions and try outs  in the case of every type of calculations and word problems.

3. Allow the child to count "on fingers" if she wants to do it in that way.

4. Ensure a very pleasing and comfortable atmoshere for doing test and tasks.Do not enforce a time limit.

5. Help in revising maths problems related to various chapters before appearing a math test.

6. Detailed instructions and practice may be given in revising math word problems and the process may continually be monitored.The process of analysing and idetifying the logic behind  every step may be revised many times before the exam instead of just "reading" the notes and memorising the steps mechanically.

7. Assistive technology may be used WHEREVER POSSIBLE. Programmes lik Geogebra in and mindspark are found useful.

8. Use  plenty of rewards, positive comments, explorations using real life experiences and simple math games integrating multi sensory learning approaches.