April 23, 2019 Page 1 of 5 MK

Individual Education Plan

2018-2019

MK
PEN : 12345678
Date of Birth : xxxxxxxx
Grade : 01

Student Details
Primary Designation : G — Autism Spectrum Disorder
Additional Designations :

IEP Date : October 10, 2018

Parent/Guardian Consultation : X
Parent/Guardian Consulted Date : October 10, 2018
Case Manager : CA

Student Support Team Role

CA Case Manager
AW Occupational Therapist
EM Teacher
KH Speech & Language Pathologist
LC Education Assistant
LS Principal
MT Teacher

Student Profile
My Interests :
• likes drawing & scissor cutting and story time
• loves animals and dinosaurs
• likes colouring, painting and crafting
• loves Lego and Play Mobile and building blocks
My Learning Preferences :
• positive praise and affirmation are motivating
• motivated to be with others and play
April 23, 2019 Page 2 of 5 MK

My Learning Profile
Thoughts from Personal Social Intellectual
X my team What I am able to do on my own What I am able to do with others How I think

• settles into his school day • learns by looking at and • good overall academic skills
quickly after separating from referencing peers in the (reading and math
mom classroom understanding)
• knows classroom routines and • really wants to be part of the • adding more details to his
is becoming a very good grade 1 group – socially motivated drawings
leader to the Kindergarten • good progress with language • following instructions
students development
• works hard all day, tries to
My Strengths focus
• works hard at printing and
drawing tasks, even if they are
challenging for him
• has made good progress with
many skills (i.e. fine motor,
imaginative play with peers,
language development)

• toileting – goes independently • Speech and Language support

but is not yet needed (speech, language,
initiating/requesting to go at social skills)
school • pragmatic language and non-
• can have big emotional verbal cues
responses if someone else is • support to verbalize his wants
hurt or upset or if he makes a and needs
mistake (thinks he did something
wrong or hurt someone)
• some minor challenges with
My Stretches fidgeting and focus during carpet
time – needs adult prompts to
look at teacher
• some policing of others
• says he doesn’t want to go to
school and fights at home to not
go – causing a lot of stress in
the mornings at home (but
settles quickly and is fine once
he’s here)

My Focus Area This Year X X

These learning
Core Competency Connections Core Competency Connections Core Competency Connections
domains can inform
the IEP development Creative Thinking
Positive Personal Communication
in these core
compentency areas
Personal Awareness Social Responsibility Critical Thinking
April 23, 2019 Page 3 of 5 MK

Supports and Plans

• visual supports with auditory information
• positive praise and encouragement
• motivated to be with peers
Universal Classroom
• First / Then, non-preferred activity followed by preferred activity/break
• provide seating that matches student's needs
• allow short breaks from environment and/or tasks
- quiet space and time to calm himself when upset (also deep breaths)
- shared EA support in classroom and outside play times
- SLP services
Essential Supports
- OT services/consultation
- attends TAP after school on Mondays & Wednesdays in small group of 4 for 2 hours

Core Competency Goals

Facet: Building Relationships

Goal: I can continue to develop my social skills by...

Social Responsibility

Objective
keeping my body and hands to myself to
give people personal space.
identifying various simple emotional states
in myself (sad, happy, angry).
identifying various simple emotional states
in others (sad, happy, angry).
Facet: Connect and Engage with Others
Strategy
• visual supports
• scripts and social stories
• role-play
• direct adult support and facilitation of play during centre time in the
classroom and outside play times
• “thinking with your eyes” – read the situation, observe
• clear expectations and predictable routines
• Zones of Regulation curriculum and language
• visual supports
• scripts and social stories
• role-play
• direct adult support and facilitation of play during centre time in the
classroom and outside play times
• “thinking with your eyes” – read the situation, observe
• clear expectations and predictable routines
• Zones of Regulation curriculum and language
• visual supports
• scripts and social stories
• role-play
• direct adult support and facilitation of play during centre time in the
classroom and outside play times
• “thinking with your eyes” – read the situation, observe
• clear expectations and predictable routines
• Zones of Regulation curriculum and language

Communication Goal: I can continue to develop my receptive and expressive communication skills
by...
April 23, 2019 Page 4 of 5 MK

Objective
marking third person singular 's' within the
therapy setting.
stating the category of items in the groups
of people, animals, clothing, body parts,
furniture and vehicles.
answering who and what questions when
given a visual scenario, with support.
Facet: Self-Regulation
Strategy
• Direct teaching of third person singular ‘s’ along with his now consistent
use of ‘he’ and ‘she’
• Emphasis of 3rd person singular ‘s’ by teachers, EAs and family.
• Ample/adequate practice using toys, photos and stories
• Teach the concept of groupings.
• Use manipulatives to practice groupings.
• Use the Expanding Expression Tool (EET)
• Develop category vocabulary
• Talk about similarities (attributes and functions)
• Direct teaching of the “who” question (person)
• Direct teaching of the “what is happening?” question
• Use photos or other visuals
• Connect to daily school activities

Goal: I can use strategies to manage my body and emotions by...

Personal Awareness

Objective
choosing a self-regulation strategy when I
am in the "yellow" or "red" zone
(excited/upset/ frustrated) to get back into
the "green" zone.
responding to a perceived problem in a
way that matches the size of the problem.
Strategy
• visual script/menu of known calm down tools (deep breathing, help, calm
down space)
• Zones of Regulation language and curriculum
• breaks after task completion
• scripts such as “It’s okay, you could say…” when he’s made a mistake
• do not give big emotions/ reactions or mistakes too much attention or talk
• reduced work expectations
• First/Then (non-preferred and then preferred activity or break)

Facet: Well-Being

Goal: I can begin to take responsibility for my overall well-being and independence
by...

Personal Awareness
April 23, 2019 Page 5 of 5 MK

Objective Strategy
• scheduled toileting times
• visual supports
Independently asking to use the bathroom.
• EA support and prompts as needed
• social stories
• continued training at home and at TAP
Independently completing school transitions • visual supports
to and from my classroom and outside • extra adult support
(clean-up, change shoes, coat on/off). • prompts to reference good role models in the class
• predictable routines and clear expectations
Facet: Well Being
Personal Awareness
Goal: I can participate in activities that support my physical well being by...
Objective Strategy
• activities in Fine Motor OT kit (lacing, beading, tying, using tweezers, etc.)
participating in fine motor practice activities
• classroom centre time activities - playdough, puzzles, Lego, building, arts
to build my overall finger, hand, and wrist
and crafts, etc.
strength.
participating in physical gross motor • daily PE program with classmates
activities to build my overall core and large • play time during recess and lunch outside breaks – running, climbing big
muscle strength. toy, etc.