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A MODEL of CREATING IEP in REPUBLIC CROATIA
HOW to CLEBRATE STRENGHT of PUPIL

• Prof Zrinjka StancicFaculty of Education and
  Rehabilitation SciencesCroatia, Zagreb,
  zstancic_at_erf.hr
• Ðurdica Ivancic, Ma
• Center for Education and Rehabilitation of
  Children and youth Prekrižje
• Croatia, Zagreb

ISEC Inclusive and Supportive Education
Congress Glasgow, August 1st-4th, 2005
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Republic of Croatia
Population of 4,5 milion
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Republic of Croatia

• Primary education (1st to 8the grade)
• 390 000 of students
• 7 500 of students with special needs
• 60 - full time integration
• 40 - part time integration
• 30 700 teachers
• Only 190 special teachers
• Educational integration - legalized in 1980.
• Faculty of Education and Rehabilitation Sciences
  researched premises and effects of educational
  integration

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INTEGRATION AND INCLUSION

• Creating situations for children with special
  needs which can provide less restrictive
  environment for their development and in the same
  time creating objective, subjective and
  organizational conditions for their acceptance,
  education and connecting with social environment
  in which they are accommodated (Stancic,V.1985)
• This is the system of education where pupils
  with special needs are educated in the
  neighborhood, in classrooms with other pupils
  without disabilities and where they get support
  and education based on their individual abilities
  and needs.

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SCIENTIFIC PROJECTS IN CROATIA

• Researching the objective and subjective
  premises for including children with disabilities
  into the regular schools in Zagreb area
  (1980.-1985.)
• The evaluation of the effects of socialization
  and education of students with delayed cognitive
  development integrated into regular elementary
  schools (1985.-1990.)
• The socialization of children with mental
  retardation (1990.-1995.)
• Education of teachers for the acceptance of
  children with special needs (1995.-2001.)
• Children with special needs at ecological
  environment family-school-peers (2001.-2006.)

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CREATING INDIVIDUALIZED EDUCATIONAL PROGRAM AND
INDIVIDUALIZATION IN WORK WITH PUPILS WITH
SPECIAL NEEDS
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FRAME FOR CHANGES (Middleton, 1999)

1. Awareness
2. Not to make it worse!
3. Personal Changes
4. Professional Changes
5. Organizational Changes
6. Political Changes
7. Socio-ethical Changes

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Causes of failure in meeting educational goals
regarding children with special needs (The
model Ivancic, Ð. 1997)
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WHAT IS INDIVIDUALIZED EDUCATIONAL PROGRAM?

• Individualized program
• Based primarily on
• abilities pupils strengths
• and then
• disabilities pupils weaknesses

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WHAT IS INDIVIDUALIZED EDUCATIONAL PROGRAM?

• There is no individualized educational program
  (IEP) based on type and level of disabilities
• Important elements for creating IEP at school
• subject
• time dimension
• methods
• forms and means of work

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WHAT IS INDIVIDUALIZED EDUCATIONAL PROGRAM?

• Professional improvement of teachers and special
  teachers to achieve higher level of creativity
  and expertise
• Based on goals and problems of the basic curricula

• Pupils with special needs master the program
  based on different
• Abilities
• Level of knowledge
• Time needed for mastering the subject

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WHO CREATES IT?

• Teachers in collaboration with special teacher
  (NGO-IDEM)
• Created on the beginning of the school year
• Accepted by the Teachers Council
• Available to parents

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HOW TO CREATE AND FOLLOW UP THE PROGRAM?

• Assess the abilities and (pre)knowledge for every
  educational field (initial evaluation)
• Important to determine
• Educational goal for the whole year
• Short-time educational goals

• Determination of the highest level of regular
  curricula in which pupil can participate
• To determine
• The beginning and duration of the individual
  assistance
• Criteria, means and methods of evaluation
• Assign professionals responsible for making and
  following up the program

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HOW TO CREATE AND FOLLOW UP THE PROGRAM?

• Suggest possible changes in realization of the
  IEP
• Accept the fact that some pupils with special
  needs can
• Make progress (in all or in some fields) as the
  other peers some of them in some parts of
  curricula, up to their individual level, but
• There is no pupil who can not be educated
  depending on her/his abilities
• At the end of every school year it is necessary
  to evaluate efficiency of the program.

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INITIAL EVALUATION

• Assessment of the abilities
• Reading
• Listening - writing - speaking
• Calculating and geometric representation
• Spatial and time orientation
• Working habits
• Assessment of the interests of pupil
• Activities that pupil likes or wishes to do
• Motivation for some subject, field or content
• Interview with pupil, parent
• Observation of pupils reaction in different
  situations (nonacademic acttivities, free time
  etc.)

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INITIAL EVALUATION

• Nondiscriminatory Assessment of needs
• Behavior towards other pupils, adults, etc.
• Getting information about family background and
  present situation
• Information about spare time activities
• Meeting pupils needs
• Strategies for strengthening self-confidence

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PROCEDURES OF ADAPTATION

• Adapting curricula, planning proper procedures,
  choosing stimuli
• Subjects lesson plans
• Determine time dimensions for mastering the
  lesson plans (short-term and long-term goals)
• Determine didactic and methodic forms of work,
  regarding procedures of adaptation, choosing
  stimulation in work, sources of teaching, means
  and didactic materials

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PROCEDURES OF ADAPTATION
Cognitive adaptation
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PROCEDURES OF ADAPTATION
Cognitive adaptation
VRSTE TJESTENINA
Prema upotrijebljenim sirovinama Srodni proizvodi Prema nacinu proizvodnje Prema obliku Prema nacinu upotrebe Talijanski specijaliteti
obicne tjestenine listovi za pite i savijace prešane tjestenine duge tjestenine tjestenine za priloge lasagne
tjestenine s dodacima mlinci s jajima valjane tjestenine kratke tjestenine tjestenine za juhe canelloni
nadjevene tjestenine oblikovane tjestenine pune tjestenine tortellini
dijetne tjestenine sijane tjestenine šuplje tjestenine
tjestenine s drugim dodacima motane ili zavijene tjestenine savijene tjestenine
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PROCEDURES OF ADAPTATION
Perceptive adaptation
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PROCEDURES OF ADAPTATION
Perceptive adaptation
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PROCEDURES OF ADAPTATION

• Perceptive adaptation
• Adaptation of means of demonstration pictures,
  maps, schemes
• Adaptation of the print, reading and writing
  space
• emphasizing the text underlining, highlighting
• Cognitive adaptation
• Introducing to the procedure
• Planning, semantic simplifying of text, easy to
  read text
• schematic representation, gradational perceptive
  stimulation of the content

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PROCEDURES OF ADAPTATION
Original text
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PROCEDURES OF ADAPTATION
Cognitive adaptation
Schematic demonstration
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PROCEDURES OF ADAPTATION
Original text
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PROCEDURES OF ADAPTATION
Cognitive and perceptive adaptation
Gradational perceptive stimulation of the content
step 1
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PROCEDURES OF ADAPTATION
Cognitive and perceptive adaptation
Gradational perceptive stimulation of the content
step 2
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PROCEDURES OF ADAPTATION
Cognitive and perceptive adaptation
Gradational perceptive stimulation of the content
step 3
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PROCEDURES OF ADAPTATION

• Adaptation in verbal expression
• Adaptation in expression, comprehension and
  articulation
• Verbal encouragement!
• Adaptation of demands towards
• Independence
• Time of work
• Methods of work
• Examination
• Activities (joint planning, change of
  activities.)

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FOLLOW UP Valuation and evaluation

• individual and group follow up analytic,
  consistent and documented related to all levels
  of educational work
• Elaboration of new contents, practicing,
  repetition and examination
• examination verbal or writing, individual or
  group with adaptation to childs individual needs
• examination initiative to a child acquiring
  functional knowledge and developing self-judgment
  abilities

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FOLLOW UP Valuation and evaluation

• Grades - descriptive and numeric (1-5) for each
  level of knowledge
• Final evaluation - result of continual valuation
  of childs progress (in form of report for every
  educational period)
• If needed, program can be modified and
  complemented

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SUPPORTIVE PROGRAMS for the TEACHERSNGO-IDEM

• Education and Training Programms for Teachers (10
  seminars, 80 hours)
• Workshops for Teachers
• Consultations - Cooperation with schools (support
  in creating IEP, individual and group
  consultations)
• Program for Including Learning Support
  Assisstants
• Rasing Public Awareness through Lectures, Round
  tables, etc)
• Publications (manuals for teachers and parents,
  journal,etc.)

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EXAMPLE of IEP
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• All children
• Can learn and develop their selves!
• Must have chance to learn with other peers!
• Need friends in their neighborhood!
• Must be involved!
• Need good role models!
• Must learn to care for each other!
• Must be respected!
• Must have the same possibilities!
• Can learn without walls!