Modifications and I.E.P in DD class

This past week I was invited to spend time in an Intensive Support Developmentally Delayed classroom in the TDSB. A lot of boards strongly believe in integration rather than segregation, this program however, provides its unique students the best of both worlds. The first being one on one academics and life skills development with their highly qualified specialized teachers and education assistants.  Secondly, students also receive integration with school activities allowing them to develop strong peer relationships. Students in this program have severe to moderate developmental delays, which requires the teacher to develop academic programs geared to their individual needs using an Individual Education Plan (I.E.P). Students in this program also exhibit various levels of behaviour, which is why there is an importance in keeping students busy and engaged in activities suited to their needs.  

In this class, the teacher bases her lessons around a theme. From there, she creates activities that suite each students individual learning objective and goal. The theme at the moment is endangered animals. Here is an example of a modified writing activity suited to each students individual need:

Each of these students are at a different level in terms of their writing and this activity was modified enough to have the students working on the same thing within the same theme but at their own level. 

At the same time, each of these students are working on another modified activity in order to suite their individual need, yet still focused on the same theme. One being development of fine motor skills and matching letters to letters spelling out the animal seen in the picture. The other being a student recognizing the animal in the picture and being able to identify it by matching the written word beside. This teacher has so many amazing ideas in order to develop activities based on students individual education plan all while they are developing and furthering their skill level.  

Here are some of the key things I learned that are extremely important to the success of these unique students and why such a program is necessary: 

Routines: Structure and predictability give these students a sense of stability. In the class I was in, this teacher takes special care in communicating with parents on a daily basis using a communication folder in order for them to establish similar expectations at home in terms of not only basic routines but also behaviour. For example, encouraging their child to use full sentences or picture exchange to express needs and wants.

Manipulatives: We all know hands on learning is one of the best forms of learning for most students, however it is necessary for all children with developmental delays. Manipulatives such as alphabetical letters, wooden blocks, plastic shapes are materials that help these students understand different concepts because they are being provided with a tangible example. Handling manipualtives also improves gross, cogitative and fine motor skills, something many of the children in this class need practice with.

Expression and discussion: Multiple learning strategies are taken strongly into consideration when planning activities. These students work best when they can express themselves and be involved in the learning process. For students that have difficulty communicating, they are given picture cards and symbols to express their needs. In addition, basic sign language is used in order for students to be active in expressing their feelings and wants. These students are most successful at any task when they feel confident and comfortable sharing their feelings with adults and peers.