Bachelor of Special Needs Education

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 Bachelor of Special Needs Education

FACULTY OF SOCIAL SCIENCES

ASSIGNMENT COVER SHEET

SEMESTER & YEAR: APR JULY NOV

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PROGRAMME : BACHELOR OF SPECIAL NEEDS EDUCATION (HONS)

COURSE CODE : BSE 3303

COURSE NAME : Special Needs Education Curriculum

LECTURER : DR. NOR SITI ROKIAH ABDUL RAZAK

SUBMISSION FOR : INDIVIDUAL ASSESSMENT GROUP ASSESSMENT

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Pang Xin Yi

QIU-202010-004301

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 Bachelor of Special Needs Education

My review in this case study is an Indian boy named Saravanan. He was 10 years old and this child has ADHD and the obvious characteristic is

hyperactive. He also has hearing difficulties. He will turn his head to an extremely loud voice when his mother named Malaika tries to take or give the

instruction to him. Malaika being 39 years old did not bring Saravanan to have the treatment or give to him to get the support item. As I know she

became helpless when she was divorce before 2 years ago. Saravanan became more easily aggressive and he was hurting himself or the other people

often. For example, he was getting a lot of negative comments for the kindergarten since he was sent to kindergarten. She as the hawker was having the

stall on the roadside, the working time was from 11am to 3pm. According to Malaika I know that she did not take any class lesson about sign language

but she was trying hard to learn and wanted to communicate with Saravanan. Saravanan had some talent such as he liked drawing comic characters. I

figured out this talent when I was in his house. I can see a lot of paintings on the door and wall.
 Bachelor of Special Needs Education

Level Of Competence

Domain Level Of Competence

Academic Saravanan is 10 y/o but performs academically on interactive games on computers/laptops. Although he benefits from
technology in the classroom, but his classwork in reading, maths and writing needs to be improved. Saravanan needs to
increase his academic skills.

Functionalit Saravanan has ADHD. His behaviour is having problems that lead to accidents, but his self-help skills also are more than 1
y years behind those of his grade-level peers. Saravanan needs instruction to correct his behaviour and improve his self-help
skills.

Skills Saravanan has hearing difficulties. He performs well in manipulative skills but his social and communication skills are more
than two years behind those of his grade-level peers. Saravanan needs instruction to understand nonverbal cues and
communication cues.

Talent Saravanan has ADHD. He is good at drawing comic characters and interested in creative movement but requires a lot of
prompting in creative movement. Saravanan needs instruction to follow the creative movement and dance without prompt.
 Bachelor of Special Needs Education
 Timeline (Progress Chart)- Annual

DOMAIN SUB-AREA Jan Feb March April June July August September October November

Academic Reading
Arithmetic
Writing
Environmental Science
Functionality Toileting
Feeding
Buttoning / Lacing
Skills Receptive
Expressive
Talent Dance
Creative Art
Sports

Short term goal:

1. Child will be able to identify A-Z 80% of the time without prompt. *Domain- Academic
2. Child will be able to walk to and from the toilet after 2 months with 100% spontaneously. *Domain -Functionality
3. Child will be able to learn expressive language skills after 6 months with 100% spontaneity. *Domain-skills
4. Child will be able to do creative art and craft 100% spontaneously . * Domain-Talent
 Bachelor of Special Needs Education

Weekly Progress Sheet: Domain Academic

Goals Week 1 (Date: 3,4, 5 Jan 23)) Week2 Week 3 Week Remarks
4
Child is able to identify all Consistency of 80% and Consistency of 80% and Consistency of 80% and
vowels 80% of the time above, 2/3 days to identify 3/5 above, 3/3 days to identify 4/5 above, 3/3 days to identify 5/5
spontaneously. vowels. vowels. vowels.

Child will be able to identify Consistency of 80% and Consistency of 80% and Consistency of 80% and
10/20 consonants 80% above, 2/3 days to identify above, 3/3 days to identify above, 3/3 days to identify
spontaneously. 5/20 consonants. 14/20 consonants. 20/20 consonants.

Weekly Progress Sheet: Domain Functionality

Goals Week 1 (Date: 3,4, 5 Feb 23)) Week2 Week 3 Week Remarks
4
Child is able to walk to and Consistency of 80% and above, Consistency of 80% and above, Consistency of 80% and above,
from the toilet 100% of the 3/3 days to walk to and from the 3/3 days to walk to and from the 3/3 days to walk to and from the
time spontaneously. toilet with 40% spontaneously. toilet with 80% spontaneously. toilet with 100% spontaneously.
 Bachelor of Special Needs Education

Weekly Progress Sheet: Domain Skill

Goals Week 1 (Date: 3,4, 5 Aug 23)) Week2 Week 3 Week Remarks
4
Child will be able to Consistency of 80% and above, Consistency of 80% and above, Consistency of 80% and above,
learn expressive language 3/3 days to learn expressive 3/3 days to learn expressive 3/3 days to learn expressive
skills with 100% language skills with 40% language skills with 70% language skills with 100%
spontaneity. spontaneously. spontaneously. spontaneously.

Weekly Progress Sheet: Domain Talent

Goals Week 1 (Date: 3,4, 5 July 23)) Week2 Week 3 Week Remarks
4
Child will be able to do Consistency of 80% and above, Consistency of 80% and above, Consistency of 80% and above,
creative art and craft with 3/3 days can do creative art and 3/3 days can do creative art and 3/3 days can do creative art and
80% spontaneously. craft without 40 % of craft without 70 % of craft without 100 % of
prompting. prompting. prompting.
 Bachelor of Special Needs Education

Daily Progress Sheet: Domain Academic

Goals Remarks

Child is able to identify 3/5 vowels 80% spontaneously. Day 1 (Date)

1 2 3 4 5 6 7 8 9 10 He is able to identify 3/5 vowels.
+ - + + - + - + + -

7/10= 70%

Day 2 (Date)
1 2 3 4 5 6 7 8 9 10 He is able to identify 4/5 vowels.
+ + + + - + - + + -

8/10= 80%

Day 3 (Date)
1 2 3 4 5 6 7 8 9 10 He is able to identify 5/5 vowels.
 Bachelor of Special Needs Education
+ + + - + - + + -

10/10= 100%

Daily Progress Sheet: Domain Functionality

Goals Remarks

Child is able to walk to and from the toilet 100% of the Day 1 (Date)
time spontaneously. He is able to walk to and from the toilet with 40%
1 2 3 4 5 6 7 8 9 10 spontaneously.
- + + + - + - + + -

4/10= 40%

Day 2 (Date)
1 2 3 4 5 6 7 8 9 10 He is able to walk to and from the toilet 80%
+ + + + - + - + + - spontaneously.
 Bachelor of Special Needs Education
8/10= 80%

Day 3 (Date)
1 2 3 4 5 6 7 8 9 10 He is able to walk to and from the toilet 100%
+ + + + - + - + + - spontaneously.

10/10= 100%

Daily Progress Sheet: Domain Skills

Goals Remarks

Child is able to learn expressive language skills with Day 1 (Date)

100% spontaneity. 1 2 3 4 5 6 7 8 9 10 He is able to learn expressive language skills with
+ + + + - + - + + - 40% spontaneously.

4/10= 40%
 Bachelor of Special Needs Education
Day 2 (Date)
1 2 3 4 5 6 7 8 9 10 He is able to learn expressive language skills with 70%
+ + + + - + - + + - spontaneously.

7/10= 70%

Day 3 (Date)
1 2 3 4 5 6 7 8 9 10 He is able to learn expressive language skills with
+ + + + - + - + + - 100% spontaneously.

10/10= 100%

Daily Progress Sheet: Domain Talent

Goals Remarks

The child is able to do creative art and craft with 80% Day 1 (Date) He can do creative art and craft without 40 % of
spontaneously. 1 2 3 4 5 6 7 8 9 10 prompting.
 Bachelor of Special Needs Education
+ + + + - + - + + -

4/10= 40%

Day 2 (Date) He can do creative art and craft without 70 % of

1 2 3 4 5 6 7 8 9 10 prompting.
+ + + + - + - + + -

7/10= 70%

Day 3 (Date) He can do creative art and craft without 100 % of

1 2 3 4 5 6 7 8 9 10 prompting
+ + + + - + - + + -

10/10= 100%

Besides that, there are a lot of different support services to meet the child’s needs. The first support services are accommodation services.

ADHD children benefit from accommodations in both how they acquire information, such as in class, and also how they indicate their skills in their
everyday learning. Audiobooks, for example, can assist slow readers toBachelor
overcomeof Special Needsreading,
disoriented Education
and they can also be a useful guide for

acknowledging academic concepts such as categorization, plot lines, and phonetics. Children can learn how to effectively sound out difficult language

while sharpening their capacity to concentrate on vocabulary and context to boost comprehension through listening to an audio book while reading

alongside a text version. Furthermore, listening to audiobooks assists children in understanding narrative structure and developing concentration. It also

encourages their imagination and visualisation. Growing readers can listen to audiobooks to hear stories that are above their literacy level. Children

enhance their speaking skills by listening to more advanced vocabulary and grammar constructions. Another advantage of audiobooks is that they

expose diverse learners to rich language. Even with no book, youngsters can try to accomplish texts, gain confidence, expand their oral vocabulary, and

enhance their general listening and reading comprehension abilities.

Aside from that, special services may be considered secondary support services to meet the needs of the child. Behaviour therapy, for example,

is an appropriate cure for attention deficit/hyperactivity disorder (ADHD) that can strengthen a child's behaviour, self-control, and self-esteem. When

conveyed by parents, it is particularly effective in young children. Parents who receive behaviour therapy training develop skills and methods to assist

their child with ADHD accomplishment at school, at home, and in relationships. Learning and practising behaviour therapy necessitates time and effort,

but the perks for the child and family are long-lasting. Moreover, parents have the biggest impact on the behaviour of their young child. Only parent-

training therapy is suggested for young children with ADHD because they are not mature enough just to modify their own behaviour without the

assistance of their parents. To consider young children with ADHD, some therapists might need play therapy or talk therapy. Play therapy allows

children to express their thoughts and feelings through play. To cure mental and emotional disorders, talk therapy employs verbal conversation between

the child and a therapist. Learning and practising behaviour therapy takes time and dedication, but the advantages are long-lasting for the child.
 Bachelor
In conclusion, an IEP is a written statement that must be completed of Special
for each childNeeds
who'sEducation
really entitled for special education services. It is given

to a student who is ascertained to have a disability and to require special education services as a result of that disability. An IEP is absolutely critical and

shouldn't be neglected. An IEP's goal is to ensure that only students whose academic performance is hampered by a handicap obtain special services. As

a transition plan, the teacher could set Steven's objective as music and singing next year.. Teachers might also identify the support child, families, and

therapists need as children transition in and out of programs and groups. Meanwhile, as a teacher, you should work with a team of teachers, special

education teachers, educational workers, administrators, parents/guardians, and, most importantly, the student to establish transition plans. As a teacher,

you should also consider using non-teacher professional reports and recommendations, revising throughout the school year, generally at time frames or

as defined by modifications in student needs, including specific steps/plans with due dates and techniques, and aiding the transition plan with substitute

curriculum guidelines that instruct required skills relating to post-secondary objectives.

References
 Bachelor of Special Needs Education

by: Jan Baumel MS | Updated: October 26, 2022 P. article. (2022, October 27). What is an IEP? Parenting.

Retrieved January 19, 2023, from https://www.greatschools.org/gk/articles/what-is-an-iep/

IEP Goals. IEP Goals Site Wide Activity RSS. (n.d.). Retrieved January 19, 2023, from https://iepgoals.net/example-iep-goals/
Bachelor of Special Needs Education
 Bachelor of Special Needs Education

NAME :

SEMESTER : COURSE CODE:

GROUP ASSIGNMENT RUBRIC – IEP

Superior Above Average Average Below Average Not meeting standard

CATEGORY MARKS

Introduction is Introduction is clear Introduction is Introduction is Introduction is unclear and very

clear and and putting well mostly clear but mostly unclear limited information.
formulated to the description of each could not have been and missing a lot
Introduction point and well element. defined sharper at of information.
defined. Provide some points.
sufficient details in
row.
5 4 3 2 1 X2
Information about Information of the Information of the Information of the Unclear and very limited
the goal and goal and progress goal and progress goal and progress information.
Content-1 progress plan are plan are fully plan are mostly plan are lacking
very well written. written. provided and and unclear.
IEP goal Additional details Appropriate details sufficiently written.
are also provided.
provided.
5 4 3 2 1 X3
Recommendations Recommendations Recommendation is Recommendation is Recommendation is unclear and
Content-2 is accurate and is clear and mostly clear but mostly unclear and very limited information.
formulated to the putting well could not have missing a lot of
Support point and well description of been defined information.
services defined. Provide each element. sharper at some
sufficient details in points.
row.

5 4 3 2 1 X2
The transition The transition
The transition suggested is
suggested highly suggested The transition The transition
inaccurate and no
related with the directly related suggested mostly suggested is
Conclusion clarification provided.
case and with the case and accepted and less accurate
(Transition) provides with provides with provides with Bachelor of Special Needs Education
and no
outstanding brief clarification. brief clarification. clarification
clarification. provided.
5 4 3 2 1 X1
All of the members The members are The members are Most of the Lack of cooperation, completed
are always willing to willing to complete willing to complete members the tasks with prompts and
complete assigned assigned tasks and assigned tasks and completed the help.
Teamwork tasks and initiate to help up projects up projects with assigned tasks and
help up with the without prompt; prompt; works very help up projects
projects without works very well averagely with with prompt;
any prompt. with others others. works very
averagely with
others.
5 4 3 2 1 X1
Well –structured; Well –structured; Acceptable writing Writing is unclear or Rambling writing and make
each section is very each section is style. English disorganized. little sense. English incorrect
Writing/ clear, concise and clear, concise and somehow correct English somehow and unreadable.
Formatting very well organized well organized with and still pleasant incorrect and
Style with perfect good English. to read. difficult to
English. understand.

5 4 3 2 1 X1
Meets all formal Meets almost all Moderately meets Meets little formal Not meeting the formal
Reference & assignment formal assignment the assessment assignment assignment requirements.
citation requirements. requirements. format. requirements.
5 4 3 2 1 X1

Remarks TOTAL MARKS / 50

Bachelor of Special Needs Education

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Bachelor of Special Needs Education

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