ENVIRONMENTAL ENVIRONMENTAL
DIFFICULTY ACCOMMODATIONS
BARRIERS FACILITATORS
- Noisy classroom - Use of visual aids and - Provide picture exchange
environment gestures communication system
(PECS)
Difficulty in - Lack of visual supports - Peer buddy system
communicating - Use of speech-to-text apps
- Peers and teachers do not - Teacher training on
use simplified or supportive inclusive - Assign communication
language communication buddy
- Structured daily
- Shortened tasks with clear
- Overstimulating classroom schedule
steps
(visual/auditory clutter)
Difficulty in - Use of timers and
- Provide noise-canceling
concentrating/paying - Long instructional periods visual cues
headphones
attention without breaks
- Quiet corner or
- Allow movement breaks
- Lack of structured routine sensory space
during lessons
available
SECTION B
SECTION C
INDIVIDUAL
TIMELIN S PROGRESS /
INTEREST GOAL INTERVENTIONS REMARKS
E RESPONSIBL NEXT STEPS
E
Learner is
Improve focus and - Integrate music Introduce simple
more
attention span in classroom tasks 1st–2nd Subject rhythm-based
Music responsive
through music- - Use music breaks Quarter teachers games as reward
when music
integrated activities for focus reset system
is involved
Enhance - Structured
sharing time using Shows
communication by Create a Rescue
Rescue visuals increased
retelling favorite Rider
Rider verbal efforts
scenes or - Story sequencing Ongoing Class Adviser when talking communication
(YouTube
characters from activities based on board (visual
videos) about
Rescue Rider Rescue Rider supports)
favorites
episodes content
- Provide daily Enjoys
Strengthen fine structured coloring Introduce
coloring but
motor skills and tasks thematic coloring
Weekly easily
Coloring attention to task Class Adviser related to
through coloring- - Use visual cues sessions distracted
interests (music,
for step-by-step without
based activities Rescue Rider)
instructions prompts
SECTION D
INTERVENTIONS / INDIVIDUALS
INTEREST WORK OPPORTUNITIES REMARKS
TRANSITION SKILLS RESPONSIBLE
- Introduce basic audio
tools
Simple audio editing or Learner responds
- Teach following simple
Music support work in music or ICT teacher positively to rhythmic
instructions
radio club and musical cues
- Practice structured
group interaction
- Practice task
sequencing
Rescue Rider Visual media assistant Can engage in tasks
- Visual communication ICT/Media
(YouTube (e.g., labeling, organizing related to familiar
training teacher
videos) video materials) media content
- Structured routine
tasks
Coloring Coloring book assistant / - Train fine motor skills Class Adviser Learner enjoys
Product design (simple repetitive coloring and
- Practice task
tasks) can stay engaged with
completion
support
- Introduce simple work
behaviors (e.g.,
INTERVENTIONS / INDIVIDUALS
INTEREST WORK OPPORTUNITIES REMARKS
TRANSITION SKILLS RESPONSIBLE
start/finish)
SECTION A
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Results of initial or most recent evaluation and results of school and division assessments:
Recent evaluations indicate that the student demonstrates age-appropriate skills in basic reading
comprehension but struggles with expressive and receptive language. Speech-language assessments show
delays in sentence formation, vocabulary usage, and articulation. Classroom observations and teacher
reports also indicate challenges with sustaining attention during instruction, completing tasks
independently, and following multi-step directions. The student’s cognitive ability is within the average
range, and academic progress is impacted by attention and communication difficulties.
Description of academic, developmental and/or functional strengths:
The student is highly motivated to learn and demonstrates strong visual learning skills. He/she responds
well to one-on-one instruction and visual cues. The student has age-appropriate social interests and enjoys
group activities when supported. The student shows persistence in hands-on tasks and performs well in
structured settings with clear expectations.
Description of academic, developmental and/or functional needs:
The student requires support in expressive and receptive language, particularly in forming complete
sentences, understanding instructions, and vocabulary development. Attention difficulties impact the
student’s ability to stay on task, transition between activities, and retain multi-step information. The
student benefits from repetition, clear and concise directions, and frequent breaks to refocus.
Parental concerns regarding their child’s education:
The parents are concerned about their child's difficulty communicating effectively with peers and teachers,
as well as the impact of attention difficulties on learning and self-confidence. They are hopeful for
strategies and interventions that will help improve speech/language skills and classroom focus, enabling
the student to participate more fully in class and social activities.
Impact of the disability on involvement and progress in the general education curriculum (for
preschool, how the disability affects participation in appropriate activities):
The student’s speech/language disorder and attention difficulties affect participation in discussions, the
ability to follow classroom routines, and completing assignments independently. These challenges limit the
student's ability to fully access the general education curriculum without accommodations. However, with
language and behavioral supports, the student can make meaningful progress alongside peers.
