PEC-Prelim-Reviewer (1).pdf

LESSON 1: SPECIAL EDUCATION, approaches, and strategies and DEFINITION, CATEGORIES, & STEPS. procedures in the evaluation of learning and skills. SPECIAL EDUCATION - Individually planned,...

LESSON 1: SPECIAL EDUCATION, approaches, and strategies and DEFINITION, CATEGORIES, & STEPS. procedures in the evaluation of learning and skills. SPECIAL EDUCATION - Individually planned, 3. Personal Sufficiency systematically implemented, and An important goals of special education carefully evaluated instruction to is to help the child become independent help exceptional children achieve from the assistance of adults in the the greatest possible personal following: self-sufficiency and success in Personal maintenance and present and future environment development Homemaking 1. Individually Planned Instruction Community life Guided by the Individualized Vocational and leisure activities Education Program (IEP) 4. Success Basic Requirements: Present Environment – the Learner’s present level of current conditions in the life with performance, academic learners with disability. achievement, social adaptation, Future Environment – the prevocational and vocational forecast of how the learner can skills, psychomotor skills, self move on to the next level of help skills; education. Annual goals describing educational performance; FOUR POINTS VIEW OF SPECIAL Short term instructional EDUCATION objectives; educational services; 1. Special Education is a legislatively Needed transitional services from governed enterprise. age 16 or earlier before student leave the school setting 1987 Philippine Constitution (Article XIV, Section 1 & 2.5) 2. Systematically Implemented and RA 7277 (Magna Carta for Evaluated Instruction Disabled Persons) Systems and methods of The Philippine Policies and teaching should be provided by Guidelines for Special Education experts. Includes educational services, 2. Special Education is a part of the curriculum goals, competencies country’s educational system. and skills, educational  Began in 1907 and now part of EXCEPTIONAL CHILDREN basic education programs in Covers those with/ who: elementary and secondary schools. mental retardation, giftedness and talent, learning disabilities, 3. Special Education is teaching children emotional and behavioral with special needs in the least restrictive disorders, communication environment. disorders, visually impaired, hearing impaired, physical Inclusive Education – most disabilities, health impairment preferred form of environment and severe disabilities; where exceptional learners are experience difficulties in learning mainstreamed in regular classes. the basic education curriculum and needs modified curriculum; 4. Special Education is a purposeful whose performance is so intervention. superior that they need differentiated curriculum to Intervention – prevents, achieve their full potential. eliminates and overcomes obstacles that might keep an MENTAL RETARDATION individual with disabilities from learning, participate fully and CRITERIA: actively and engage in social and 1) Substantial limitations in present leisure activities. functioning, characterized by Preventive – designed to keep potential or minor problems from 2) significantly sub-average intellectual becoming a disability. functioning, Primary – designed to eliminate or counterattack risk factors so a 3) existing concurrently with related disability is not acquired. limitations in two or more of the Secondary – aimed at reducing following adaptive skill the effect of existing risk factors. areas: Tertiary – intended to minimize the impact of a specific condition communication or disability among those with self care and direction disabilities. home living Remedial – attempts to eliminate social skills and community use the effect of the disability. health and safety functional academics work Condition can originate upon pregnancy 2. Perinatal and manifests before age 18 to 22. - Occurring during birth ❖ Intrauterine Disorders (Maternal Anemia, Premature Delivery, Umbilical Cord Accidents, Multiple births) ❖ Neonatal Disorders (Intracranial Hemorrhage, Neonatal Seizures, Respiratory Disorders, Meningitis, Encephalitis, Head Trauma at birth) 3. Postnatal CAUSES - Occurring shortly after birth - Head injuries, infections, 1. Prenatal/ Biological malnutrition, ❖ Cultural-Familial - Occurring before birth Retardation – existence of - Responsible for 2/3 of the cases lowered intelligence of of affected individuals with more unknown origin in one or severe forms. more family members. ❖ Chromosomal Disorders (Down Syndrome, LEARNING AND BEHAVIORAL Klinefelter Syndrome, CHARACTERISTICS Fragile X Syndrome, Prader-Willi Syndrome, 1. Deficits in Cognitive Functioning Phenylketonuria and - Sub-average intellectual skills William Syndrome) - Low academic achievement ❖ Brain Development - Difficulty in attending to tasks Disorders (Anencephaly, Microcephaly, 2. Deficits in Memory Hydrocephaly) - Difficulty with the generalization ❖ Environmental Influences of skill (Maternal malnutrition, - Low motivation Irradiation during pregnancy, Juvenile 3. Deficits in Adaptive Behaviors Diabetes Mellitus, Fetal - Self care and daily living skills Alcohol Syndrome) - Social development  - Behavioral Excesses and challenging behaviors 2. Exclusion or absence of mental - Psychological characteristics retardation, sensory impairment and - Positive Characteristics other disabilities. METHODS OF INSTRUCTION 3. Need for special education services. Applied Behavioral Analysis (ABA) CAUSES - use of theories and techniques 1. Genetic following the concept of behavior ❖ Brain Damage modifications ❖ Biochemical Imbalance food colors Task Analysis flavors and preservatives - breaking down complex or salicylates and multiple skills into smaller megavitamins subtasks 2. Environmental - Emotional disturbance Active Student Response (ASR) - Lack of motivation - use of systematic feedback - Poor instruction EDUCATIONAL PLACEMENT LEARNING AND BEHAVIORAL - Usually placed in self contained CHARACTERISTICS classes where special curriculum emphasized on: 1. Problems in reading communication skills Reading motor skills - most difficult among all subjects self help skills in the curriculum. social and recreational skills - Deficiency in language and prevocational or vocational skills phonological skills Inclusive Education Grapheme–phoneme correspondence - For mild and moderate MR - ability to understand the rules of - Learner attends regular classes how various sounds go with and receives tutorial classes certain letters to make words. LEARNING DISABILITIES Dyslexia CRITERIA - refers to a disturbance in the ability to learn in general and 1. Severe discrepancy between the ability to learn to read in child’s potential and actual achievement. particular. 2. Problems in written language Dyscalculia ❖ Illegible and slow in handwriting, - severe difficulty in making spelling and composition arithmetical calculations. ❖ Learners are not aware of the basic purpose of writing as an act 6.Behavior problems of communication. - Common behavior problems are Writing lack fluency inattention, impulsivity and Write shorter sentences hyperactivity. and stories Do not use writing 7. Learners tends to fail and be retained strategies spontaneously in a grade level. Written work shows lack of 8. Social acceptance is low. planning, organizing, 9. Poor memory drafting and editing. METHODS OF INSTRUCTION 3. Problems in spoken language - Poses problems on the Diagnostic – Prescriptive – Evaluation mechanical uses of language in Approach syntax, semantics and phonology. - development of a comprehensive understanding of a student’s Developmental Aphasia strengths and abilities, affinities, - a condition characterized by loss areas of struggle and of speech functions which often vulnerabilities. not due to brain injury. - uses the profile developed in the diagnostic phase to create a plan for remediating areas of struggle 4. Problems in pragmatics or social and ensuring that students are language appropriately challenged. - Poses problems on the ability to carry out a conversation. Formative and Summative Evaluation - Difficulty in understanding ideas. - Conversation are marked by long Formative evaluation silences and inability to respond - intended to foster development to questions. and improvement within an ongoing activity 5. Problems in mathematics Summative evaluation - Recognized as second to - used to assess whether the deficiencies in reading, language results of the program being and spelling. evaluated. GIFTEDNESS AND TALENT 2. Exceptional user of knowledge in the application and comprehension of CRITERIA knowledge: Capable of high performance and - Advanced use of symbol systems demonstration of potential ability in any - Demands a reason for of the following six areas: unexplained events - General intellectual ability - Reasons well in problem solving - Specific academic aptitude - Creative and productive thinking 3. Exceptional generator of knowledge: - Leadership ability - Highly creative in areas of - Ability in the visual and interest and talent performing arts - Does not conform to typical ways - Psychomotor ability of thinking and perceiving - Enjoys self expression of ideas, LEARNING AND BEHAVIORAL feelings or beliefs CHARACTERISTICS - Keen sense of humor that reflects advanced, unusual 1. General Characteristics comprehension of relationships - Intense intellectual curiosity and meaning - Fascination with words and ideas - Highly developed curiosity about - Perfectionism cause, future and the unknown - Need for precision - Learning in great intuitive leaps 3.Exceptional motivation - Intense need for mental - Perfectionism stimulation - Self directed - Difficulty conforming to the - High level of inquiry and thinking of others reflection - Early moral and existential - Long attention span when concern motivated - Tendency toward introversion - Leadership - Intense desire to know 1. Exceptional learner in the acquisition and retention of knowledge: METHODS OF INSTRUCTION - Exceptional memory - Learns quickly and easily Differentiated Curriculum - Advanced understanding/ - modified in depth and pace used meaning of area in special education programs Curriculum Compacting Field of Vision - method of modifying the regular - the are that normal eyes cover curriculum for certain grade above, below and both sides levels by compressing the when looking at an object or content and skills that high ability when gazing straight ahead. students are capable of learning Central - focus in a shorter period of time. Peripheral – outer ranges Tunnel – extreme restriction of vision Acceleration - modification of pace or length of Legal Blindness time at which students gain skills - the condition where visual acuity and competencies. is 20/200 in the better eye after the best possible correction with Horizontal Enrichment glasses or contact lens. - adds more content and increases the learning areas not found in EDUCATIONAL DEFINITION regular curriculum for the grade level. Total Blindness - the person is absolutely without Vertical Enrichment sight but may have light, - alls the students to engage in movement perception and travel independent study, vision. experimentation and investigation Light Perception of topics that interest them. - person can differentiate light and dark EDUCATIONAL PLACEMENT Movement Perception - Usually placed in self contained - person can detect if object are classes such as Science school moving or at still or special science classes. Travel Perception - field of vision is enough to travel VISUAL IMPAIRMENT safely in familiar areas. Low Vision LEGAL DEFINITION - level of vision that with standard - Based on the measure of visual correction hinders an individual in acuity, field of vision and the visual planning and execution peripheral vision. of tasks, but which permits Visual Acuity enhancements of the functional - the ability to clearly distinguish vision through the use of optical forms or discriminate details at a or non optical aids and specific distance  environmental modifications and Diabetic Retinopathy techniques. - occurs when diabetes mellitus interferes with the flow of blow to CAUSES the retina causing it to degenerate. 1. Errors of refraction Coloboma Hyperopia - degenerative disease in which - the lens fails to focus the light the central and/ or peripheral rays from near objects on the areas of the retina are not retina. completely formed. Myopia Retinitis pigmentosa - lens fails to refract the light rays - field of vision becomes narrow from distant objects on the retina. Glaucoma Astigmatism - excessive pressure in the eye. - the cornea which normally forms a portion of a spherical lens is 4. Trauma of accident deformed. SPECIAL ADAPTATIONS, AIDS AND 2. Imbalance of the eye muscle TECHNOLOGY Strabismus - different images cast on each Braille retina. - Invented by Louis Braille in 1830 Diplopia - Primary means of literacy for - results when the brain cannot blind persons fuse the different images cast on Brailler the retina into a single image - operate like a typewriter with six Amblyopia keys. - vision is suppressed in one eye VersaBraille and it becomes weak or useless. - portable laptop computer Nystagmus - a condition in which there are Manipulative and Tactile Aids rapid involuntary movements of - Used in learning mathematics, the eyeball that can result in sciences and social studies nausea, vomiting and dizziness. Cuisenaire Rods with tactile markings 3. Diseases of the eye - Developed by Belcastro in 1989 Cataract - Enable the students to quickly - caused by clouding of lens that identify by touch the different results to progressive blurring of values associated with the vision and eventually blindness. numbers Cranner Abacus - used in teaching number concepts and in doing the four fundamental operations. Assistive Technology - Enables blind people to have access in computers. For Low Vision Learners Special optical devices – to magnify regular print. - Classroom modification - Audio books HEARING IMPAIRMENT - Refers to the reduced function or loss of the normal function of the hearing mechanism. Deaf - cannot use hearing to listen, understand speech and communicate orally without special adaptations mainly in visual mode. CLASSIFICATION Hard of hearing Conductive Hearing Loss - has a significant loss of hearing - occurs in the outer and middle sensitivity but he or she can still ear. hear sounds, respond to speech Sensorineural Hearing Impairment and other auditory stimuli with or - occurs in the inner ear. without the use of a hearing aid. Mixed Hearing Impairment Central Hearing Disorder - dysfunction in the central auditory nervous system between the brainstem and auditory cortex. Unilateral – one ear is affected Bilateral – both ears are affected. CAUSES - Has difficulty in associating Genetic or Hereditary concrete with abstract ideas - chromosomal abnormalities - Has poor general learning Infections performance - maternal rubella, hepatitis B virus, syphilis and mumps contacted by mother during pregnancy Environmental causes - Excessive and constant exposure to loud noises - Drugs and toxic medication - Difficult and prolonged labor during child birth OBSERVABLE CHARACTERISTICS - Cups hand behind the ear or tilt head at an angle to catch sounds - Has strained or blank facial expression when listening or talked to - Pays attention to vibration and vibrating objects - Moves closer to speaker or watches the face especially the mouth and lips of speaker when talking - Less responsive to noise, voice or other sources of sounds - Uses natural gestures, signs or movements to express self - Shows marked imitativeness at work and play - Often fails to respond to oral questions - Often asks for repetition of questions and statements - Often unable to follow oral directions and instructions LESSON 2: HISTORICAL 1956 – First Summer Institution on BACKGROUND OF SPECIAL Teaching the Deaf was held at the EDUCATION School for the Deaf and the Blind in Pasay City. TIMELINE OF THE DEVELOPMENT OF SPECIAL EDUCATION 1957 – Bureau of Public School (BPS) under the Department of Education and 1902 – Mr. Fred Atkinson (General Culture (DEC) created Special Superintendent of Education) Reported Education Section on the education of to the Secretary of Public Instruction the Special Subjects and Service that deaf and blind children were found Division. in a census of school-aged children in Manila and nearby provinces. And 1957 – Baguio City Special Education proposed that these children be enrolled Center was organized. in school like the other children. 1958 – American Foundation for 1907 – Special Education Program Overseas Blind (AFOB) opened its started in the country. Mr. David Barrow regional office in Manila. (Director of Public Education) established the Insular School for the 1962 – Manila Youth and Rehabilitation Deaf and Blind in Manila. Center (MYRC) was opened. DEC issued Circular No. 11 series of 1962 1926 – Philippine Association for the that specified the “Qualifications of Deaf (PAD) was founded. Special Education Teachers.” Experimental integration of blind 1927 – Welfareville Children’s Village children at the Jose Rizal Elementary was established in Mandaluyong City. School in Pasay City. St. Joseph of Cupertino School for Mentally Retarded 1945 – National Orthopedic Hospital (Private) was founded. Philippine opened its School for Crippled Children. General Hospital opened classes for its school-age chronically ill patient. 1950 – Philippine Association for the Deaf opened a school for children with 1963 – Manila Science Highschool for hearing impairment. gifted students was established. 1953 – Elsie Gaches Village, in 1964 – Quezon City Highschool for Alabang, Muntinlupa was established. gifted students was established. 1954 – Declared the first week of 1968 – With the approval of R.A. 5250. August as Sight Saving Week. The teacher training program for teacher of exceptional children was held at the 1975 – Division of Manila City School Philippine Normal College. Implemented the Silahis Concept of Special Education. DEC was 1969 – Classes for social maladjusted reorganized into Ministry of Education children were organized in Manila Youth and Culture (MEC). and Rehabilitation Center. 1976 – Proclamation No. 1605 declared 1969 – Jose Fabella Memorial School 1977-1987 as Decade of the Filipino was divided into Five Units assigned to Child. The National Action Plan for different parts of metro manila. Education was promulgated which Philippine Training School for included provision for in- and-out school Boys, Tanay, Rizal exceptional children. Philippine Training School for Girls, Marillac Hills, Alabang, First Camp Pag-ibig (Day camp Muntinlupa. for handicapped children was Reception and Child Study held in Valentine’s Day in Balara, Center in Manila Quezon City). Elsie Gaches Village in Alabang, Juvenile and Domestic Relations Muntinlupa Court of Manila organized the Nayon nang Kabataan in Pasay “Molave Youth Hall for Children City with Behavior Problems.” 1970 – Philippine School for the Deaf in Pasay City was established. 1978 – National Commission Concerning Disabled Person (NCCDP) 1970 – Philippine National School for later renamed National Council for the the Blind in Polo Road was established Welfare of Disabled Person (NCWDP) through Presidential Decree 1509. 1970 – Paaralan nang Pag-ibig at Pag-asa in San Pablo City, Laguna was MEC Memorandum No. 285 established. direct school division to organized classes with a set of 1973 – Juvenile and Domestic Relations guidelines on the designation of Court of Manila was established. teachers who have no formal training in special education. 1973 – Caritas Manila Special School PAD started a mainstreaming for Retarded was organized by Rev. program in the division of Manila Arthur Malin. City School. 1979 – Bureau of Elementary Education 1995 – First National Congress on Special Education Unit conducted a Mental Retardation at University of the two-year nationwide survey of Philippines, Diliman, Quezon City. unidentified exceptional children who were in school. First National Convention on Deaf Education in Cebu City 1980 – The School for the Crippled (held every 2 years). Children at South Island Hospital in First National Sport Summit for Cebu was organized. the Disabled and Elderly. 1981 – United Nation Assembly 1996 – The Third Week of January was proclaimed the observance of the declared as Autism Consciousness International Year of Disabled Persons. Week. Special Education Program were First Congress on Visual inaugurated: Impairment was held in Quezon The Exceptional Child Learning City (held every 2 years) Center, West City Central School Division of Dumaguete City. 1997–FirstPhilippine Wheelathon-a-race The Zapatera Special Education for Wheelchair User was the main event Center at the Division of Cebu. of the 19th National Disability The Deaf Evangelistic Alliance Prevention and Rehabilitation Week. Foundation (DEAF) in Cavinti, Laguna 1998 – Palarong Pinoy May K was held at Philsports Complex in Pasig City. 1983 – Batas Pambansa Bilang 344 enacted the Accessibility Law, “An Act to 1999 – The First Philspada National Enhance the Mobility of Disabled Sport Competition for Disabled in Cebu Person by Requiring Cars, Buildings, City was held. Institution, Establishments, Public Utilities, and other Devices 1993 – DECS issued Order No. 14 that directed regional offices to organized the Regional Special Education Council (RSEC). 1993 – 2002 were declared as the Asian and the Pacific Decade of the Disabled Persons. LESSON 3: LEGAL BASES OF maladjusted child shall be treated with SPECIAL EDUCATION sympathy and understanding and shall be given the education and care 1935 – Articles 356 and 159 of required by his/her condition. Commonwealth Act No. 3203 asserted “the right of every child live in an 1978 – Presidential Decree No. 1509 atmosphere conducive to his physical, created the National Commission and intellectual development” and the Concerning Disabled Persons (NCCDP) concomitant duty of the government “to or National Council for the Welfare of promote the full growth of the faculties Disabled Persons (NCWDP). of every child. Education Act of 1982 or Batas June 21, 1963 – Republic Act 3562 “An Pambansa Bilang 232 states that Act to Promote the Education of the “The State shall Promote the right Blind in the Philippines.” Provided for of every individual to relevant the formal training of special education quality education regardless of teachers of blind children at Philippine sex, age, breed, socio-economic Normal College, Rehabilitation of the status, physical and mental Philippine National School for the Blind condition, social and ethnic and establishment of the Philippine origin, political and other Printing House for the Blind. affiliation. 1983 Batas Pambansa Bilang 1968 – Republic Act No. 5250, “An Act 344 was enacted “The Establishing a Ten-Year Teacher Accessibility Law, An Act to Training Program for teachers of Special enhance the Mobility of Disabled and Exceptional Children.” Persons.” 1987 Constitution of the 1973 Constitution of the Philippines cites the rights of Philippines, Section 8, Article XV exceptional children to education the provision of “a complete, in Articles XIV, Section 1 declares adequate, and integrated system that “the State shall protect and of education relevant to the goals promote the right of all citizens to of the national development quality educations at all levels implies the inclusion of and shall take appropriate steps exceptional children and youth” to make such education accessible to all.” Section 2 1975 – Presidential Decree No. 603, emphasizes that “ the State shall otherwise known as “Child and Youth provide adult citizens, the Welfare Code” was enacted --- provides disabled and out of school youth the emotionally disturbed or socially  with training in civics, vocational TWO TYPES OF MAINSTREAMING efficiency and other skills.” Partial Mainstreaming 2004 – (Department of Health) Republic - Children who have moderate or Act No. 9288 otherwise known as “The severe form of disabilities are Newborn Screening Act of 2004.” mainstreamed in regular classes in subjects like Physical LESSON 4: PLACEMENT OPTIONS Education, Home Technology, APPROACHES TO ACCESS TO Music, and Arts. SPECIAL EDUCATION Full Mainstreaming RANGES OF SPECIAL EDUCATION - Children with disabilities are PROGRAM AND SERVICE enrolled in regular classes and recite in all subjects. Special Education Center - Is a service delivery system Special Day School which operates on the “School - Serves one or more within School” concept. The Sped types of disabilities. Center functions as the base for The Special special education programs in the Education Class are school. taught by trained teachers. Special Class or Self-Contain Class Residential School - It is the most popular type among - Provides both special education programs. It is education and composed of pupils with the dormitory services same exceptionality or disability. for its students. Integration and Mainstreaming INCLUSIVE EDUCATION FOR - Allowed children and youth with CHILDREN WITH SPECIAL NEEDS disabilities to study in regular classes and learn side by side Inclusion with peers. - Describes the process which a Integration: the first term school accepts children with used. special needs for enrollment in Mainstreaming: present regular classes where they can preferred term used learn side by side with the peers. The school organized its special education program and includes  a special education teacher in its LESSON 5: INDIVIDUALIZED faculty. EDUCATIONAL PROGRAM (IEP) SALIENT FEATURES OF INCLUSIVE Agenda EDUCATION Welcome, introduction and overview of visit Inclusion means implementing Presentation and maintaining warm and - Conference Summary and accepting classroom Eligibility forms communities that embrace and - Forms associated with the respect diversity or differences. main components of the Inclusion implements a multilevel, IEP multimodality curriculum. This - Forms associated with means that special needs Transition, Behavior, students follow an adapted Manifestation curriculum and use special Determination, and devices and materials to learn at Post-School a suitable pace. Wrap-up: Q & A and contact Inclusion prepares regular information teachers and special education teachers to teach interactively. Purpose Inclusion provides continuous Current IEP forms support for teachers to break Components of IEP down barriers of professional Special Education Regulations isolation. State Performance Plan (SPP) Compliance Issues The Hallmark of Inclusive Education are: Conference Summary Report Co – teaching General student and parent Team teaching information can be completed Collaboration and consultation prior to the meeting and other ways of assessing Placement and Eligibility skills and knowledge learned by information need to be completed all students. at the end of the meeting Participants’ signature indicates attendance and the type of meeting he/she participated in If the parent(s) are not able to attend document how the  parent(s) were informed of the Plan Evaluation/Educational meeting Progress Procedural Safeguards sections Plan Evaluation/Discrepancy is to document the parent(s) were Plan Evaluation/Instructional given copies of applicable Needs material Additional Information Necessary for Decision-making (include as Documentation of Evaluation Results appropriate) Academic Achievement Functional Performance Eligibility Determination (Specific Cognitive Functioning Learning Disability) Communicative Status - ELL Status Determinant Factors Health - Lack of appropriate Hearing/Vision instruction in reading or Motor Abilities math Social/Emotional Status/Social - Limited English proficiency Functioning Exclusionary Criteria Inclusionary Criteria Eligibility Determination All Other - Educational progress (over Disabilities time) Determinant Factors - Discrepancy (at one point - Lack of appropriate in time) instruction in reading or - Instructional Need math - Optional Criteria - Limited English proficiency Eligibility Determination Students Suspected of having a - Step 1: Disability Disability Adversely Affecting - Step 1: Disability Educational Performance - Step 2: Adverse Effects - Step 2: Special Education - Step 3: Educational Needs and Related Services - Step 4: Eligibility Participant Signature - Certify that the report Documentation of Evaluation Results reflects his/her (Specific Learning Disability) conclusions for SLD Problem Identification/Statement Data Chart (Optional) of Problem - Report of Performance Problem Analysis/Strengths and Weaknesses Plan Development/Intervention(s) Present Levels of Academic Functional Behavioral Assessment Achievement and Functional (FBA) Performance Participant/Title Student Strengths Student behavioral strengths Parental Educational Concerns Operational Definition of Target Student’s Present Level of Behavior—observable and Academic Achievement measurable Student’s Present Level of Setting Functional Performance Antecedents Describe how the disability Consequences affects involvement in the general Environmental Variables curriculum Hypothesis of Behavioral Function Secondary Transition Transition Assessments Behavioral Intervention Plan (BIP) - Employment Student’s Strengths - Education Target Behavior - Training - Skill Deficit - Independent Living Skills - Performance Deficit Post-secondary Outcomes Hypothesis of Behavioral Course of Study Function Summary of Previous Transition Services Interventions Supports, strategies, activities, Replacement Behaviors and/or services needed in the Behavioral Intervention areas of: Strategies and Supports - Instruction Motivators and/or Rewards - Related Services - Interest survey - Community Experience Restrictive Disciplinary Measures - Development of Crisis Plan Employment Data Collection Procedures and - Daily Living Skills Methods - Functional Vocational Provisions for Coordination with Evaluation Caregivers - Linkage to After GraduationSupports/Servi Goals and Objectives/Benchmarks ces Reporting on goals Home-Based Support Services Current Academic Achievement Program and Functional Performance  Goals and - General Education with Objectives/Benchmarks Supplementary Aids - Goal Statement and Area - Special Education and - Illinois Learning Standard Related Services within - Title(s) of Goal the General Education Implementers Classroom - Short-TermObjective/Benc Participation in Special Education hmark Classes/Services - Evaluation Criteria and - Special Education Procedures Services—Outside - Schedule for Determining General Education Progress - Related - Dates Reviewed/Extent of Services—Outside Progress General Education Educational Accommodations and Educational Services and Placement Supports Educational Environment Transition Considerations Consideration of Special Factors Placement Considerations Linguistic and Cultural Transportation Accommodations Extended School Year Services Supplementary Aids, - Services Accommodations, and - Location Modifications - Amount/Frequency Supports for School Personnel - Initiation and Duration - Goals Addressed Assessment Classroom-Based Assessments Manifestation Determination District-Wide Assessments Incident(s) that Resulted in State Academic Assessments Disciplinary Action State Assessment of Language Student’s IEP and Placement Proficiency Observation of Student Assessment Accommodations Information Provided by the Parents Educational Services and Placement Determination of Manifestation Participation in General Education Classes Report of Progress on Annual Goals - General Education with No Option 1 Supplementary Aids Indicate the goal number and the written goal. Mark the appropriate  column to show the student’s progress at the time of the report. Option 2 Indicate the goal number and the written goal. Insert a chart that shows the student’s progress of his/her annual goal(s) as it relates to the standard benchmark and the progress of his/her peer group.