D.Ed. Special Education (IDD) Notes – Paper No 6, Unit 2: Individualised Educational Programme and Teaching Strategies

2.1. Concept, Components of Individualised Educational Programme (IEP) and Individualised family Support Programme (IFSP)

Concept of Individualised Educational Programme (IEP)

What is IEP?

An Individualised Educational Programme (IEP) is a written plan specially designed to meet the unique learning needs of a child with a disability. It acts as a roadmap for providing special education services and related supports in schools.

The IEP is developed by a team that includes teachers, special educators, parents, therapists, and sometimes the child (if appropriate). It ensures that the child receives a free and appropriate public education (FAPE) in the least restrictive environment (LRE).

Purpose of an IEP

• To set specific learning goals for the child
• To outline the services and supports the child will receive
• To monitor the child’s progress regularly
• To promote inclusive education by ensuring active participation in school activities
• To ensure accountability among all professionals working with the child

Who Needs an IEP?

IEPs are meant for children:

• With diagnosed developmental disabilities or other special needs
• Who are unable to cope with the regular curriculum without special support
• Whose educational performance is affected by their disability

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Key Features of IEP

Individualized

Every IEP is customized to meet the specific needs of one child. It is not a general plan.

Goal-Oriented

The IEP defines short-term and long-term educational goals which are measurable and achievable.

Collaborative

IEP development involves a team of professionals along with the child’s family, promoting shared responsibility.

Legally Binding

Once the IEP is agreed upon, schools are legally required to implement it fully and provide the promised services.

Regularly Reviewed

IEPs are reviewed at least once a year, but they can be updated as needed based on the child’s progress or new challenges.

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Components of an Individualised Educational Programme (IEP)

Let us now explore the key components included in a complete IEP:

1. Student Profile

This section includes:

• Name, age, gender, class
• Type of disability and diagnosis
• Strengths and interests
• Areas of difficulty

2. Present Level of Educational Performance (PLEP)

It describes:

• The current academic skills (reading, writing, math, etc.)
• Social, emotional, communication, and functional abilities
• How the disability affects the child’s learning in school

3. Annual Goals

• These are broad goals to be achieved within one academic year.
• They must be realistic, measurable, and focus on academic, social, or life skills development.

4. Short-Term Objectives

• These are small, step-by-step targets that help in achieving the annual goal.
• They should be specific, time-bound, and clearly measurable.

5. Special Education Services

This section outlines:

• The specific services the child will receive (e.g., speech therapy, occupational therapy, resource room teaching, counseling)
• The frequency, duration, and location of these services
• Whether services will be provided in regular classrooms or special settings

6. Related Services

These are supportive services required to help the child benefit from special education. They may include:

• Transportation
• Audiology services
• Psychological counseling
• Assistive technology
• Physical or occupational therapy

7. Accommodations and Modifications

• Accommodations are changes in how the child learns the material (e.g., extra time in exams, use of audio books, seating arrangement).
• Modifications are changes in what the child is expected to learn (e.g., simplified assignments, alternative assessments).

These help the child access the curriculum in a meaningful way without reducing expectations unfairly.

8. Participation in Regular Classroom

This part answers:

• How much time the child will spend in general education classrooms
• Whether the child will participate in regular activities like games, art, or field trips
• If not, why the child needs a separate setting

9. Transition Plan

If the child is nearing the age of leaving school, the IEP should include:

• Training for independent living
• Vocational or career goals
• Linkages to adult services
  Transition planning is usually added around the age of 14 or as per policy.

10. Evaluation and Progress Review

• The IEP must include how progress will be measured (e.g., monthly assessments, observation checklists)
• It also mentions how and when parents will be informed (e.g., quarterly reports, parent meetings)
• Progress helps in updating the IEP to meet changing needs

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Concept of Individualised Family Support Programme (IFSP)

What is IFSP?

An Individualised Family Support Programme (IFSP) is a written plan designed for infants and toddlers (from birth to 3 years) with developmental delays or disabilities. Unlike an IEP, which focuses on the child’s educational goals, an IFSP addresses the child’s overall development and family’s needs.

It recognizes that the family is the primary caregiver and teacher, especially during early years. So, the IFSP works in partnership with the family to support the child’s development in the natural environment such as home or community.

Purpose of an IFSP

• To support early development during the most critical growth years
• To build family capacity to care for and promote the child’s learning
• To provide early intervention services based on individual needs
• To strengthen the parent-child bond through structured support
• To prepare the child for future schooling (early childhood transition)

Components of an Individualised Family Support Programme (IFSP)

1. Basic Information

Includes:

• Child’s name, date of birth, and identification details
• Family members’ names and contact information
• Primary language used at home

2. Child’s Present Level of Development

This section describes:

• The child’s developmental status in areas such as motor skills, cognitive skills, communication, social-emotional development, and self-help abilities
• How the developmental delay is identified through evaluation and assessment

3. Family’s Resources, Priorities, and Concerns

• This part is unique to IFSP as it values the role of the family
• It includes:
  • The family’s understanding of the child’s needs
  • What goals the family wants to achieve
  • What kind of support or resources the family requires

4. Measurable Outcomes for the Child and Family

• These are specific, practical goals related to the child’s growth and the family’s capacity
• Example:
  • “The child will start using 3–5 meaningful words within 2 months”
  • “The mother will learn how to use visual cues to support communication”

Each outcome must mention:

• What will be done
• Who is responsible
• Timeline for achievement
• Criteria for success

5. Early Intervention Services

• Clearly states:
  • Type of services (e.g., physiotherapy, speech-language therapy, home-based teaching)
  • Frequency and duration
  • Method of delivery (in person, online, group-based)
  • Setting (home, daycare center, community health center)

6. Natural Environments

• IFSP emphasizes delivering services in places where the child and family spend most of their time
• These include:
  • Home
  • Park
  • Daycare
  • Local community areas

7. Service Coordinator

• Each family is assigned a service coordinator who:
  • Helps the family access services
  • Coordinates between professionals
  • Supports in documentation and review process

8. Transition Plan

• When the child turns 3 years old, they transition from IFSP to IEP (if eligible)
• A proper plan is made to ensure:
  • Smooth entry into preschool or formal education
  • Communication between early intervention and school teams
  • Support for parents during the transition

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Difference Between IEP and IFSP

Aspect	IEP	IFSP
Age Group	3 to 18 years (school-going children)	Birth to 3 years (infants and toddlers)
Focus	Child’s educational goals	Child’s development + family support
Setting	School-based	Natural environments (home, daycare, etc.)
Participation	Teachers, therapists, parents	Parents, family members, early interventionists
Goals	Educational and behavioral goals	Developmental milestones and family priorities
Coordinator	Not mandatory	Service coordinator is required

2.2. Developing IEP For Homebased Teaching Programme, Special School Setting And Inclusive School Setting. Teaching Strategies For Group Teaching In Special Schools, Individual, Small Group And Large Group Instruction

Developing IEP for Different Educational Settings

Understanding IEP

An Individualised Educational Programme (IEP) is a written plan that outlines specific educational goals for a child with developmental disabilities. It is specially designed based on the child’s strengths, needs, and learning style. The IEP includes goals, teaching methods, support services, and evaluation criteria.

Each educational setting requires a unique approach to developing and implementing an IEP. The main settings are:

• Home-based teaching programme
• Special school setting
• Inclusive school setting

Let us understand how to develop IEPs in each of these settings.

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IEP for Home-Based Teaching Programme

Key Features

Home-based teaching is used when children are unable to attend school due to severe disabilities or health issues. This setup involves the active participation of parents or caregivers, and the teaching is usually done by special educators or trained therapists who visit the home.

Steps to Develop IEP

Assessment and Observation

• Begin with a detailed assessment of the child’s current abilities in all developmental areas (cognitive, communication, social, motor, and self-help).
• Observe the child in their natural home environment to understand real-life challenges and skills.

Involving the Family

• Discuss the family’s goals and expectations.
• Consider cultural background, routines, and caregiving practices.
• Educate the family about developmental milestones and the role of home-based interventions.

Goal Setting

• Set short-term and long-term goals which are functional and meaningful to the child’s daily life.
• For example: “The child will learn to eat independently using a spoon” or “The child will identify five familiar objects”.

Selection of Teaching Strategies

• Use play-based, activity-based, and functional approaches.
• Embed learning into daily routines like eating, bathing, dressing, etc.
• Use multisensory techniques (visual, auditory, tactile, kinesthetic).

Parental Training

• Train parents and caregivers to carry out teaching activities daily.
• Provide visual aids, activity sheets, or video instructions as needed.

Monitoring and Review

• Maintain a home teaching record or progress chart.
• Regularly meet with the family to review progress and modify goals if needed.

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IEP for Special School Setting

Key Features

Special schools cater specifically to children with disabilities. These schools have trained teachers, therapists, and facilities designed for individualized instruction.

Steps to Develop IEP

Comprehensive Evaluation

• Conduct psychological, educational, medical, and functional assessments.
• Identify the child’s strengths and needs with the help of a multidisciplinary team (special educator, therapist, psychologist, etc.).

IEP Team Meeting

• Include the special educator, school principal, therapist, and parents.
• Discuss previous performance, behavior patterns, and learning styles.

Designing Goals

• Academic goals: e.g., “The child will match numbers 1-5 using objects”.
• Functional goals: e.g., “The child will use the toilet with verbal prompts”.
• Social goals: e.g., “The child will greet classmates with support”.

Choosing Appropriate Curriculum

• Follow a modified or functional curriculum depending on the child’s level.
• Adapt textbooks, worksheets, and class activities.

Instructional Methods

• Use structured teaching, task analysis, errorless learning, and reinforcement.
• Provide frequent breaks, visual schedules, and peer models.

Use of TLM and Assistive Devices

• Use communication boards, picture cards, adapted pencils, slant boards, etc.
• Plan for alternative formats (Braille, large print, AAC devices).

Documentation and Reporting

• Keep anecdotal records, checklist scores, and work samples.
• Regular IEP reviews should be conducted every 3 or 6 months.

IEP for Inclusive School Setting

Key Features

Inclusive education means educating children with disabilities in regular schools along with their peers. The IEP in an inclusive setting must focus on enabling the child to participate meaningfully in classroom activities and access the general curriculum with necessary support.

Steps to Develop IEP

Initial Evaluation

• Assess the child’s current academic level, communication skills, behavior, and social interaction.
• Review reports from doctors, therapists, and special educators.
• Observe the child in a classroom setting to understand learning challenges and peer interaction.

IEP Team and Collaboration

• The team includes regular teachers, special educators, therapists, school counselor, and parents.
• The team works together to decide what accommodations and modifications are needed.

Setting SMART Goals

• Goals should be:
  • Specific: Focused on clear skills or behaviors.
  • Measurable: Easily observed and tracked.
  • Achievable: Realistic for the child’s level.
  • Relevant: Useful in classroom and life.
  • Time-bound: Should be achieved within a certain period.
• Example:
  • Academic: “Child will read three-letter words with 80% accuracy using phonics cards.”
  • Social: “Child will take turns during group activity with verbal prompts.”

Planning Accommodations and Modifications

• Seating arrangements near the teacher.
• Extended time for tasks.
• Use of audio or visual aids.
• Modified worksheets and assignments.

Co-Teaching and Support Services

• Special educator can co-teach in class or take child for resource room sessions.
• Therapists (speech, OT) may give in-class or pull-out sessions.

Peer Support and Sensitization

• Buddy systems and group activities to promote inclusion.
• Awareness sessions for classmates to reduce stigma and build empathy.

Regular Monitoring

• Maintain IEP progress reports jointly by regular and special educators.
• Conduct quarterly reviews to revise goals and strategies.

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Teaching Strategies for Group Teaching in Special Schools

Group teaching in special schools is designed based on the similarities in functional levels, communication, and behavior of the students.

Key Approaches

Functional Grouping

• Students are grouped not by age, but by ability level, learning goals, or support needs.

Structured Routine

• Begin the group session with a fixed pattern (e.g., prayer, calendar, learning activity).
• Maintain predictability to reduce anxiety and improve participation.

Use of Visuals and Cues

• Use picture schedules, flashcards, and colored markers for instructions.
• Reinforce learning with hand-over-hand assistance or pointing.

Differentiated Instruction

• Provide different levels of the same task to different children within the group.
• For example, while teaching fruits:
  • One child matches pictures of fruits.
  • Another child names fruits.
  • Another child classifies fruits by color.

Positive Reinforcement

• Use praise, tokens, or small rewards for participation and correct responses.
• Reinforcement should be immediate and meaningful.

Peer Modeling

• Use more capable students to demonstrate tasks for others.
• Builds leadership and promotes social interaction.

Teaching Strategies for Individual Instruction

Individual instruction is a one-on-one teaching method that focuses entirely on the needs and abilities of a single student. It is highly effective for students with severe or multiple disabilities.

Key Features

• Fully personalized teaching.
• Flexible pace and content.
• Teacher adapts methods based on real-time student response.

Strategies Used

Task Analysis

• Break complex skills into small, manageable steps.
• Teach one step at a time using chaining (forward, backward, or total task).

Prompting and Fading

• Provide support (verbal, visual, physical) to help the student learn a task.
• Gradually reduce prompts as the student becomes independent.

Reinforcement

• Use positive reinforcement immediately after the desired behavior.
• Use motivators such as praise, stickers, edible items, or tokens.

Errorless Learning

• Prevent mistakes during early learning by guiding the correct response.
• Reduces frustration and builds confidence.

Use of Assistive Devices

• Introduce communication aids, adapted tools, or mobility devices if needed.
• Teach the student how to use them effectively in daily life.

Frequent Monitoring

• Keep progress charts and daily logs.
• Adjust goals and methods based on progress.

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Teaching Strategies for Small Group Instruction

Small group teaching involves 2 to 6 students grouped based on similar instructional goals or abilities. It combines individualized attention with group interaction.

Key Features

• Encourages peer interaction and cooperation.
• Provides individual feedback while maintaining group learning dynamics.

Strategies Used

Grouping by Skill Level

• Group students with similar levels of communication, academic or social functioning.
• This ensures equal participation and avoids frustration.

Rotational Activities

• While one group works with the teacher, others can do structured independent activities.
• Rotates attention without disengagement.

Cooperative Learning

• Use activities where students help each other (e.g., matching games, sorting tasks).
• Encourages teamwork and social development.

Visual Timetables

• Display group schedules visually to avoid confusion.
• Helps students know when and what activity they will do.

Behavior Management

• Use group rules, visual reminders, and token systems.
• Teach group responsibilities like waiting, turn-taking, and listening.

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Teaching Strategies for Large Group Instruction

Large group instruction is typically used for activities like morning assembly, celebrations, or awareness programs. This format is challenging for children with developmental disabilities but still important for inclusion and exposure.

Key Features

• Less personalized.
• Focuses on social participation, exposure, and generalization of skills.

Strategies Used

Visual and Verbal Cues

• Use microphones, large flashcards, or projected visuals.
• Give clear, short instructions with repetition.

Seating Arrangements

• Place students with disabilities near the front for better focus and access.
• Provide support staff nearby if needed.

Use of Peer Support

• Assign buddies or peer helpers.
• Peer support improves confidence and promotes inclusion.

Sensory Considerations

• Avoid overstimulation (noise, lights).
• Provide quiet zones or calming objects if needed.

Generalization Activities

• Plan activities that encourage students to apply what they learned in individual or small group settings.

Staff Roles

• Ensure extra adults (aides, volunteers) are present to support behavior and participation.

2.3 Class Room Management – Team Teaching, Shadow Teaching, Peer Tutoring and Cooperative Learning, Use of Positive Behavioural Intervention Strategies (PBIS)

Classroom Management in Special Education

Classroom management means planning and organizing the classroom in a way that helps all students, especially those with developmental disabilities, learn better. A well-managed classroom creates a positive environment, reduces behavior problems, and supports every learner’s individual needs.

Effective classroom management in special education includes various approaches such as team teaching, shadow teaching, peer tutoring, cooperative learning, and positive behavior strategies. These methods help students develop academically, socially, and emotionally.

Team Teaching

Team teaching is a method where two or more teachers work together in the same classroom. This approach is helpful for inclusive education where children with and without disabilities learn together.

Features of Team Teaching

• Two or more teachers share the planning, instruction, and assessment.
• Teachers have equal responsibility for students’ learning.
• Each teacher brings different strengths and skills to support students.
• Teachers can support individual, group, and class-wide needs more effectively.

Types of Team Teaching

One Teach, One Observe

• One teacher instructs the class.
• The other teacher observes specific students or behaviors.
• Useful for identifying students’ learning styles and behavior issues.

One Teach, One Assist

• One teacher leads the lesson.
• The other teacher provides help to students who need extra support.
• Helpful for managing attention and participation.

Station Teaching

• The class is divided into small groups.
• Each teacher works with a group at a different station.
• Students rotate between stations.
• Allows for focused and personalized instruction.

Parallel Teaching

• The class is split into two equal groups.
• Both teachers teach the same content at the same time.
• Improves student engagement by working with smaller groups.

Alternative Teaching

• One teacher works with a large group.
• The other teacher works with a small group needing extra help or enrichment.
• Ideal for individualizing instruction based on needs.

Team Teaching (True Co-Teaching)

• Both teachers share the teaching equally in front of the class.
• They plan, instruct, and evaluate together.
• Students benefit from two expert voices at once.

Benefits of Team Teaching

• Better attention to individual learning needs.
• Promotes collaboration between educators.
• Reduces teacher stress and improves professional growth.
• Provides flexibility in instruction styles.
• Encourages inclusive and diversified learning environments.

Tips for Successful Team Teaching

• Regular and open communication between teachers.
• Shared planning time and goals.
• Respect for each other’s teaching styles and roles.
• Clear division of responsibilities.
• Frequent evaluation and improvement of co-teaching methods.

Shadow Teaching

Shadow teaching is a teaching strategy where a trained adult, called a shadow teacher, supports a child with special needs in a regular or inclusive classroom. The shadow teacher works one-on-one with the child and helps them understand lessons, follow classroom rules, and participate in activities.

Who is a Shadow Teacher?

• A shadow teacher is a support person specially trained to assist children with developmental disabilities.
• They act as a bridge between the child and the classroom teacher.
• Their role is to guide, support, and gradually help the child become independent.

Roles and Responsibilities of a Shadow Teacher

Academic Support

• Helps the child stay focused and understand what is being taught.
• Assists with reading, writing, answering questions, and completing tasks.
• Breaks down instructions into smaller, simple steps.

Behavioral Support

• Encourages positive behavior using rewards and praise.
• Helps the child follow classroom routines and rules.
• Manages behavior using calming techniques and redirection.

Social Skills Development

• Helps the child communicate with peers and teachers.
• Encourages the child to take part in group activities.
• Models good behavior and teaches how to interact appropriately.

Independence Building

• Does not do the task for the child, but helps them learn to do it independently.
• Slowly reduces support as the child gains confidence and skills.
• Encourages decision-making and self-help skills.

Benefits of Shadow Teaching

• Personalized support in real-time during classroom activities.
• Better classroom participation for the child with special needs.
• Improved academic, behavioral, and social outcomes.
• Promotes inclusion in mainstream settings.
• Builds the child’s self-esteem and confidence.

Characteristics of a Good Shadow Teacher

• Patient, calm, and understanding.
• Trained in special education or inclusive education.
• Observant and responsive to the child’s needs.
• Good communication and collaboration with the main teacher and parents.
• Consistent in following the child’s Individualised Educational Programme (IEP).

Tips for Effective Shadow Teaching

• Follow the IEP goals closely.
• Communicate regularly with the class teacher and family.
• Use visual aids, gestures, and other strategies to help understanding.
• Encourage peer interactions and group participation.
• Maintain a supportive but non-intrusive presence in the classroom.

Peer Tutoring

Peer tutoring is a classroom teaching strategy where students help each other learn. A student, called a peer tutor, is paired with another student, called a tutee, to support learning. It is especially helpful for children with developmental disabilities, as it encourages social interaction, academic improvement, and inclusive learning.

What is Peer Tutoring?

• A structured method where one student teaches or helps another.
• Both tutor and tutee are students of similar age or grade level.
• The tutor guides the tutee using instructions, demonstrations, and encouragement.
• It can be used for reading, writing, math, communication, and life skills.

Types of Peer Tutoring

Class-Wide Peer Tutoring (CWPT)

• All students in the class are involved.
• Students are paired and rotate roles as tutor and tutee.
• Structured and supervised by the teacher.

Cross-Age Peer Tutoring

• An older student tutors a younger student.
• The tutor has more experience and knowledge to share.
• Often used in inclusive and remedial education programs.

Reciprocal Peer Tutoring

• Both students take turns being the tutor and the tutee.
• They teach and learn from each other.
• Encourages equal participation and mutual respect.

Roles of the Peer Tutor

• Explains concepts in simple words.
• Uses examples, pictures, or materials to teach.
• Encourages the tutee to try and not give up.
• Provides praise and motivation.
• Reports the tutee’s progress to the teacher.

Teacher’s Role in Peer Tutoring

• Selects student pairs thoughtfully based on strengths and needs.
• Trains peer tutors on how to help and support.
• Provides materials and guidance.
• Observes and corrects the tutoring process as needed.
• Keeps track of students’ progress and interactions.

Benefits of Peer Tutoring

For the Tutee

• Learns at their own pace in a friendly environment.
• Gets personal attention and repeated practice.
• Builds self-confidence and motivation.

For the Tutor

• Deepens their understanding of the topic.
• Learns leadership and communication skills.
• Develops empathy and responsibility.

For the Classroom

• Encourages teamwork and inclusion.
• Reduces behavior problems due to engagement.
• Promotes a positive and collaborative learning environment.

Tips for Successful Peer Tutoring

• Match students carefully for compatibility and learning styles.
• Train peer tutors before starting.
• Keep sessions short and focused.
• Provide feedback to both tutor and tutee.
• Monitor progress and make changes if needed.

Cooperative Learning

Cooperative learning is a teaching method where students work together in small groups to achieve a common learning goal. Each student in the group is responsible for their own learning as well as helping others in the group learn.

This strategy promotes teamwork, communication, and understanding. It is especially helpful in special education settings because it supports social and academic development through shared responsibility.

What is Cooperative Learning?

• A structured way of group learning where every student has a specific role.
• Learning takes place through active participation and interaction.
• The teacher assigns tasks that require cooperation and discussion.
• Success is measured both individually and as a team.

Key Elements of Cooperative Learning

Positive Interdependence

• Students work together and need each other to succeed.
• Tasks are divided in such a way that everyone contributes.

Individual Accountability

• Every student is responsible for their part of the task.
• Each child is evaluated based on their effort and learning.

Face-to-Face Interaction

• Students interact directly, share ideas, and support each other.
• Helps in building communication and social skills.

Social Skills Development

• Teaches skills such as listening, turn-taking, leadership, and conflict resolution.
• Students learn to respect differences and work as a team.

Group Processing

• At the end of the task, the group discusses what went well and what can be improved.
• Encourages reflection and better planning in future tasks.

Examples of Cooperative Learning Activities

Think-Pair-Share

• Students first think alone about a question or problem.
• Then, they discuss their thoughts with a partner.
• Finally, they share ideas with the whole group or class.

Jigsaw Activity

• Each student in a group is given a different part of the topic to learn and teach.
• After studying, they come together and teach each other.
• Encourages responsibility and teamwork.

Round Robin

• Students take turns answering or contributing to a discussion.
• Every student gets a chance to speak without interruption.

Group Projects

• Students work together to complete a presentation, chart, poster, or performance.
• Each member contributes in their area of strength.

Benefits of Cooperative Learning

• Encourages peer support and reduces feelings of isolation.
• Improves academic performance and thinking skills.
• Builds communication, social, and emotional skills.
• Creates an inclusive and accepting classroom culture.
• Helps students learn to work in teams, a skill useful in real life.

Tips for Implementing Cooperative Learning

• Form balanced groups with diverse abilities.
• Assign clear roles like leader, recorder, timekeeper, or speaker.
• Set rules and expectations for group behavior.
• Monitor group work and provide help when needed.
• Use visual aids or task cards to guide activities.

Positive Behavioural Intervention Strategies (PBIS)

Positive Behavioural Intervention Strategies, or PBIS, is a way to help students develop good behavior by using positive support and teaching, rather than punishment. PBIS focuses on preventing problem behaviors before they happen and encouraging positive behaviors in the classroom.

PBIS is widely used in special education classrooms to create a safe and supportive learning environment.

What is PBIS?

• A proactive approach to behavior management.
• Focuses on teaching expected behaviors clearly.
• Uses positive reinforcement to encourage good behavior.
• Helps reduce disruptive or challenging behaviors.
• Includes consistent rules and routines.

Levels of PBIS

PBIS works on three levels, each providing different support based on student needs:

Primary Prevention (Universal Supports)

• For all students in the classroom or school.
• Teach and reinforce common behavioral expectations.
• Examples: Be respectful, be responsible, be safe.
• Use clear rules, routines, and consistent consequences.

Secondary Prevention (Targeted Supports)

• For students who need extra help to follow rules.
• Small group interventions or check-ins.
• Use behavior contracts, social skills training, or reminders.

Tertiary Prevention (Individualized Supports)

• For students with significant or persistent behavior challenges.
• Develop personalized behavior plans based on functional behavior assessments.
• Use specialized interventions and frequent monitoring.

Key Components of PBIS

Clear Expectations

• Define simple and clear behavioral expectations.
• Teach these expectations using examples and role-play.

Positive Reinforcement

• Praise and reward students when they show good behavior.
• Use rewards like stickers, tokens, extra playtime, or verbal praise.

Consistent Consequences

• Apply fair and consistent consequences for breaking rules.
• Focus on teaching the right behavior rather than punishment.

Data Collection and Monitoring

• Keep track of behavior incidents and progress.
• Use data to adjust teaching strategies and supports.

Collaboration

• Teachers, parents, and support staff work together.
• Consistency between home and school improves results.

How to Implement PBIS in the Classroom

• Start by setting 3 to 5 clear behavior rules.
• Teach these rules explicitly to all students.
• Create a system for rewarding positive behavior.
• Use visuals and reminders around the classroom.
• Regularly review and reinforce expectations.
• Address challenging behaviors with supportive strategies.
• Involve parents and caregivers in behavior goals.

Benefits of PBIS

• Creates a positive, predictable classroom environment.
• Reduces problem behaviors and disruptions.
• Improves student engagement and learning.
• Enhances student self-esteem and motivation.
• Builds skills for self-regulation and social interaction.
• Supports teachers by reducing stress and improving classroom climate.

2.4. Teaching Strategies for Individual with High Support Needs

Teaching Strategies for Individuals with High Support Needs

Children and individuals with high support needs often require intensive and specialized interventions to help them participate meaningfully in learning environments. These learners may have severe or multiple disabilities, which can impact their cognitive, physical, communicative, or social functioning. Teaching such individuals requires thoughtful planning, flexible teaching methods, and collaboration with families and professionals.

Understanding High Support Needs

High support needs refer to a significant level of assistance required by an individual to carry out daily activities and learning tasks. These needs may arise due to:

• Intellectual disabilities
• Autism spectrum disorder (severe level)
• Cerebral palsy (severe motor impairment)
• Multiple disabilities (combination of sensory, physical, or cognitive impairments)
• Profound hearing or visual impairment with additional disabilities

Such individuals often need support across multiple domains—academic, behavioral, personal care, social interaction, and communication.

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Principles for Teaching Individuals with High Support Needs

Effective teaching for learners with high support needs is based on certain key principles:

Individualization

Each student is unique, and teaching must be personalized based on their strengths, challenges, preferences, and learning style.

Functional Relevance

Skills taught should have real-life applications. Focus on communication, self-care, mobility, and vocational skills that enhance independence.

Least Restrictive Environment (LRE)

Students should learn in environments that allow maximum interaction with peers without disabilities while ensuring their safety and learning success.

Active Participation

Encourage active involvement in all learning tasks, even if assistance is required. Avoid passive engagement.

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Effective Teaching Strategies

Use of Individualized Education Programme (IEP)

Develop and implement a detailed IEP that includes:

• Specific and measurable goals
• Short-term objectives
• Teaching strategies and accommodations
• Support services and resources
• Progress monitoring plans

Task Analysis

Break down complex skills into small, manageable steps. Teach each step sequentially until the complete skill is mastered.

Example: Brushing teeth can be broken into steps like picking up the brush, applying toothpaste, brushing each section of the mouth, rinsing, and placing the brush back.

Prompting and Fading

Use prompts (verbal, gestural, physical) to help the learner perform a task, and gradually reduce the assistance over time to encourage independence.

• Types of Prompts:
  • Physical guidance
  • Hand-over-hand support
  • Visual cues
  • Verbal instructions

Use of Augmentative and Alternative Communication (AAC)

Support communication using non-verbal tools such as:

• Picture Exchange Communication System (PECS)
• Communication boards
• Voice output devices
• Sign language

AAC helps students express needs, make choices, and interact socially.

Multi-Sensory Teaching

Incorporate visual, auditory, tactile, and kinesthetic methods to make learning more accessible.

• Visual: Charts, symbols, pictures
• Auditory: Songs, recorded instructions
• Tactile: Textures, object exploration
• Kinesthetic: Movement-based learning, role play

Structured Teaching (TEACCH Approach)

This approach provides a predictable, organized learning environment by using:

• Visual schedules
• Clearly defined work areas
• Task boxes or individual work systems
• Routines that reduce anxiety

Positive Behavior Support (PBS)

Use proactive strategies to understand and reduce challenging behaviors by:

• Identifying triggers
• Teaching alternative skills
• Reinforcing positive behaviors
• Modifying the environment

PBS promotes a respectful, non-punitive approach to discipline.

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Environment and Classroom Adaptations

Physical Arrangement

• Easy access for mobility devices
• Clear pathways
• Low distraction zones
• Comfortable lighting and seating

Learning Materials

• Use large-print, high-contrast visuals
• Tactile materials for visually impaired
• Adaptive tools (grips, switches, specialized keyboards)

Assistive Technology

• Switch-operated devices
• Touchscreen tablets with customized apps
• Audio books or text-to-speech software
• Wheelchair-mounted trays for writing or communication

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Collaborative Teaching and Support

Role of Special Educators

• Design and deliver individualized instructions
• Monitor progress and revise strategies
• Train peers and school staff for inclusive support

Role of Therapists

• Occupational therapists: Help in motor skills, self-care
• Speech therapists: Assist in communication development
• Physiotherapists: Improve movement and posture

Involving Parents and Caregivers

• Maintain regular communication
• Share strategies used at school
• Encourage learning activities at home
• Include families in goal-setting

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Building Social and Life Skills

Social Skills Training

• Use role-play, modeling, and video modeling
• Teach greetings, turn-taking, expressing emotions
• Support peer interactions during group activities

Life Skills Training

• Teach personal hygiene, dressing, eating skills
• Practice money handling, shopping, simple cooking
• Use real-life environments for practice (e.g., visiting shops)

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Monitoring Progress

• Use checklists, observation records, and performance assessments
• Celebrate small successes
• Make data-driven changes in teaching strategies
• Conduct regular IEP review meetings

2.5 Teaching Strategies for Teaching in Inclusive Schools – Universal Design for Learning and Differentiated Instruction

Teaching Strategies for Teaching in Inclusive Schools

Inclusive education is an approach where students with and without disabilities learn together in the same classroom. To ensure all learners succeed, teachers must use effective teaching strategies that cater to diverse needs. Two such strategies are Universal Design for Learning (UDL) and Differentiated Instruction.

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Universal Design for Learning (UDL)

Universal Design for Learning is a scientifically based framework that guides the development of flexible learning environments. The goal of UDL is to make learning accessible for all students, regardless of their abilities, learning styles, or background.

Meaning of UDL

Universal Design for Learning is inspired by the concept of Universal Design in architecture, which designs buildings to be accessible to everyone, including those with disabilities. Similarly, in education, UDL aims to design curriculum and instruction that can be accessed, understood, and used by all learners.

Key Principles of UDL

There are three main principles of UDL that guide how teaching should be delivered:

1. Multiple Means of Representation

This principle focuses on what students learn. Different students perceive and comprehend information in different ways. Some may learn better through visual aids, others through listening or hands-on experience.

Strategies include:

• Using videos, diagrams, and illustrations.
• Providing text with audio.
• Giving definitions and explanations in multiple formats.
• Offering choices between reading or watching a concept.

2. Multiple Means of Action and Expression

This principle addresses how students express what they know. Every student does not need to show learning in the same way.

Strategies include:

• Allowing students to write, draw, speak, or act to show understanding.
• Giving choices in assessments such as oral tests, projects, or written tests.
• Using assistive technology like speech-to-text software.

3. Multiple Means of Engagement

This principle focuses on why students learn. It encourages motivation and interest by considering different preferences and needs.

Strategies include:

• Providing meaningful and relevant learning experiences.
• Offering choices in learning tasks.
• Encouraging group work, discussions, or independent study based on preference.
• Giving frequent positive feedback and setting individual goals.

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Benefits of UDL in Inclusive Classrooms

• Helps all learners, not just those with disabilities.
• Promotes equality and fairness in education.
• Increases student engagement and motivation.
• Builds independent learning skills.
• Encourages the use of technology and creativity in teaching.

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Differentiated Instruction (DI)

Differentiated Instruction is a teaching approach that involves modifying instruction to meet the individual learning needs of students. In an inclusive classroom, students differ in ability, learning style, pace, language skills, and interests. Differentiated Instruction helps all students succeed by providing various paths to learning.

Meaning of Differentiated Instruction

Differentiated Instruction means planning lessons so that all students can understand and engage with the content, despite their differences. It is proactive, student-centered, and based on continuous assessment and flexible grouping.

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Key Elements of Differentiated Instruction

Differentiated Instruction can be implemented by adjusting four main elements of the teaching-learning process:

1. Content – What Students Learn

Teachers can modify what students learn based on their readiness, interest, and learning profile.

Strategies include:

• Offering different reading levels for the same topic.
• Using audio versions or summaries of content.
• Breaking complex topics into smaller chunks.
• Using multimedia resources for explanation.

2. Process – How Students Learn

Teachers vary how students make sense of information and ideas.

Strategies include:

• Using group discussions, peer teaching, or hands-on activities.
• Providing graphic organizers, charts, or guided notes.
• Adjusting the pace of teaching for different groups.
• Including kinesthetic, auditory, and visual learning activities.

3. Product – How Students Show What They Know

Students can be given choices in how they demonstrate their understanding.

Strategies include:

• Offering options like posters, models, oral presentations, or written work.
• Using performance-based assessments like projects or role-plays.
• Providing rubrics that consider individual growth and creativity.

4. Learning Environment – Where and With Whom Learning Happens

Teachers modify the physical or emotional aspects of the classroom to support learning.

Strategies include:

• Creating quiet zones for independent work.
• Offering collaborative spaces for group work.
• Encouraging flexible seating arrangements.
• Using calming tools or visuals for students with sensory needs.

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Techniques to Implement Differentiated Instruction in Inclusive Classrooms

• Flexible Grouping: Group students by shared interest, topic, or ability for assignments.
• Tiered Assignments: Design activities at varying difficulty levels but with the same learning goal.
• Learning Stations: Set up different stations in the classroom with activities that meet varied learning styles.
• Choice Boards: Offer students a menu of activity options to choose how they want to learn or express knowledge.
• Ongoing Assessment: Use informal tools like checklists, observations, or quizzes to adjust teaching.

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Comparison Between UDL and Differentiated Instruction

Aspect	Universal Design for Learning (UDL)	Differentiated Instruction (DI)
Approach	Curriculum design from the beginning	Adapting curriculum during instruction
Focus	Anticipates diverse needs in planning	Responds to individual needs in teaching
Flexibility	Built-in flexibility for all	Adjustments made for individuals
Goal	Accessibility for all students	Personalization of teaching and learning

Integrating UDL and Differentiated Instruction in Inclusive Classrooms

Both Universal Design for Learning (UDL) and Differentiated Instruction (DI) aim to support diverse learners. While UDL involves proactive curriculum design, DI is about responsive teaching. Together, they offer a powerful approach to inclusive education.

Using UDL and DI together helps educators:

• Plan for all learners from the start.
• Provide flexible learning experiences.
• Adapt instruction as per ongoing observations and assessments.

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How to Combine UDL and DI in Teaching

Step 1: Know Your Learners

Understand the strengths, needs, interests, and learning styles of each student. This information guides both UDL planning and DI strategies.

Tools to use:

• Learning profiles
• Interest inventories
• Readiness assessments
• Student reflections

Step 2: Design Flexible Goals and Materials

Use UDL to design learning goals and materials that are flexible and accessible for all students from the beginning.

Examples:

• Provide digital text that can be read aloud.
• Use visuals along with spoken instructions.
• Offer adjustable font sizes and language translations.

Step 3: Plan Multiple Instructional Strategies

Use DI to modify your teaching methods and organize students based on their needs during the lesson.

Examples:

• Teach the same topic using videos, storytelling, and experiments.
• Group students for collaborative tasks based on learning styles.
• Use one-on-one support for students with high support needs.

Step 4: Offer Choice and Voice

Give students options in how they learn and show what they have learned.

Examples:

• Let students choose from a choice board (e.g., draw a diagram, write a story, or act out a scene).
• Allow different products for the same assignment (e.g., PowerPoint, poster, or written essay).
• Use project-based learning with personalized topics.

Step 5: Assess Progress in Varied Ways

Use flexible and inclusive assessment strategies that recognize individual progress.

Examples:

• Use oral quizzes, portfolios, and peer assessments.
• Allow extra time for some students.
• Use checklists and rubrics designed for varied outputs.

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Practical Classroom Examples

Example 1: Science Lesson on Plants

UDL Strategies:

• Show a video on plant growth.
• Provide text with pictures.
• Use real plants for observation.

DI Strategies:

• Group 1: Write an essay on the parts of a plant.
• Group 2: Create a labeled model.
• Group 3: Present orally using visual aids.

Example 2: Math Lesson on Fractions

UDL Strategies:

• Use fraction games, pie charts, and number lines.
• Provide digital manipulatives.

DI Strategies:

• Advanced group solves real-life word problems.
• Middle group practices using visual aids.
• Support group uses hands-on activities with teacher help.

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Role of the Teacher in Inclusive Classrooms

• Be flexible and open to change in lesson delivery.
• Create a safe and supportive environment.
• Use assistive technologies when needed.
• Collaborate with special educators and therapists.
• Provide continuous feedback and encouragement.

Disclaimer:
The information provided here is for general knowledge only. The author strives for accuracy but is not responsible for any errors or consequences resulting from its use.