Educational Psychology

Appendix A: Preparing for licensure

Preparing for licensure : Joey’s individual educational plan

See also Chapter 5, Students with special educational needs; Chapter 10, Planning instruction.

The following are excerpts from two parts of the Individual Educational Plan (IEP) for a fourth-

grade student named Joey who has an intellectual disability. The excerpts list various performance

objectives and actions, but only some of these are complete. For others—marked with question

marks (??)—relevant information or plans have been deliberately left blank. Read the excerpts and

then respond to the questions that follow:

Part 1: domain—communication

Performance

Objectives

Methods, Materials,

or Strategies

Roles and

Responsibilities

Assessment

1. Joey will increase his
   vocabulary in all areas—
   people, things, and
   actions.

• Joey will use pictures
  to learn new words


• TA will prompt active
  responses—e.g. “Show me
  __.”


• Conversation book
  with pictures of Joey doing
  things

Teacher:

-monitor

-plan daily activities

TA (i.e. “Teacher

Assistant”):

-modeling

-direct instruction

-informal observation

-checklists re whether

desired vocabulary is being

learned

2. Joey will begin using
   2- or 3-word sentences
   more often.

-Joey will be provided

with model phrases such

as: “__??__”

-Joey will be given an

entire sentence and then

__??__

Teacher:

-modeling

TA:

-modeling

-facilitating

-informal observations

-checklists of particular

sentences used

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