Disability:

Autism (Mild Autism)

Characteristic:
Autism, also called "autism spectrum disorder (ASD)," terms for a group of complex disorders of
brain development. These disorders are characterized, in varying degrees, by difficulties in social
interaction, verbal and nonverbal communication and repetitive behaviours.

Mild Autism

Have advanced communication skills and academic abilities, but have

very delayed social skills, severe sensory issues, and/or extreme
difficulties with organizational skills.

Generally considered to be Level 1, meaning they need relatively little

support to live a normal life.

CURRIICULUM

A. Recommended
Recommended curriculum from DepEd:

B. Written
IEP (Individualize Educational Program)
IEP
S.Y. 2016-2017

Student Information
DOB: February 29,
Student Number:
2007
a166969
Address: New York st. Taguig city
Age: 9
Primary Diagnosis: Mild Autism
Y/O
School Attendance : Everest
Grade: 2
Gender : F
Name: Lili c. Balles

Academy
Current Educational Performance
Cognitive Skill
Communication Skills
Lilis communication skill is in advance, whenever you ask her, she can answer
back, when you ask how is her, she will give you response. So far Lili can follow
in our lesson, however shes having difficulty in using preposition and sorting
things according to their classification.
Goal :
Given oral classroom instruction, Lili will follow verbal directives regarding basic
concepts of attribute, space, and can answer question with 90% accuracy in
four consecutive sessions.
Objectives:
1. Given objects or pictures of objects that differ in only their location in space,
and asked show me the one that is preposition, (e.g., on, under, behind)
2. Given 6-8 objects or pictures of objects and asked to sort into 2 sets by either
function (i.e., all the things we eat) or category (i.e., put all of the animals
here).
Reading
Lili can read. However she is more interested when somebody is reading for her.
Whenever teacher ask her question it takes time for her to answer.There are
some words that is hard for her to read like beautiful, character, institution ,
etc. She loves going to the bookshelves and check new book and return after
scanning the book and return to her sit.
Goal:
Given a text reading passage at her instructional level, Lili will read aloud a 40
word passage with 2 miscues or less on 3 out of 4 reading assessments. Lili will
be able to answer question with 20 seconds orally.
Objective:
1. Lili will read single syllable words with consonant blends.
2. Lili will read words with common consonant diagraphs.
3. Lili will answer question within 20 seconds every after reading.
Math
Lili reports that math is her favourite subject. Given daily direct instruction
using manipulatives. Janette counts objects 1- 10. She performs one digit
subtraction problems with objects 1-10. She demonstrates minimal
understanding of math attributes of less than, greater than and equal.
Lili math fluency in counting beyond 20, problem solving and understanding
math concepts is obviously below that of age. Lili shows difficulty in handling
money, and it shows during break period.
Goal:
Lily will recognize, represent, compare, and order whole numbers up to 1000,
0rdinal numbers up to 20, and money up to Php100 in various form and
context.
Objective:
1. Lilis fluency in counting 1-20 will be attain after 2 consecutive session.

2. Lili will add and subtract money bills.

3. Lili will be able to arrange whole numbers in ordinal order.
Affective Skills
Social Skills
Lili is a quiet, compliant student. Lili appears hesitant to join small group
student conversations. She requires specific role assignments to participate in
cooperative group activities (e.g., distribute materials, match labels to
diagram). Janette struggles to follow oral teacher directions announced to the
class. She requires individual repetition of the directions and teacher
prompting.
Goal:
As school day goes by Lili will develop her socialization by joining group
activities without hesitation, and cooperate in their activities. Lili will develop
her listening skill as well follow teachers direction without repetition.
Objective:
1. Lili will join group voluntarily
2. Lili will follow teachers instruction with minimal number of repetition.
3. Lili will follow teachers instruction without repetition.
Self-help skills
Janette, can eat independently, but still messy. After eating she always pack
away her box properly but leave the table messy. Janette always ask permission
when she needs to go to the bathroom. She will let you know that she wash her
hands. After PE class after asking assistance to change her clothes, she will
comb her hair and put some powder on her face and chest.
Goal:
By providing guidance, Janette will eat properly and avoid mess on her desk,
she will keep her box and clean up her table after eating.
Objective:
1. Janette will keep her table clean after eating.
2. Janette will eat without any mess scatter on her desk.
General Intelligence
Reflecting on cognitive, language, academic and social deficits in total, Lili
requires a variety of supports for learning. In order to follow teacher directions,
Lili benefits from peer and adult models and teacher prompts. She requires
specific instruction and examples to generalize a concept Lili is more successful
when a complex concept is broken into smaller chunks. She requires to practice
more socialization, and make it part of her life.

C. Taught
I.
Academic Implementation
From IEP
Subject: MATH
Motivation
Motivate Lily to be interested in the new lesson.

Lesson Proper
Introduce the lesson for the day proper handling of money.
Activity (Assessment refer to E)
Outcome (refer to F)

II.

Socialization
For the socialization, including Lili in the regular class, Lili needs
to participate in their role playing. The class will be divided in to
two, and class need to make a play which emphasize proper
handling of money

III.

Life skill
For Lilis life skill, we can conduct a tour outside the school. Like
eating in the restaurant or buying in the store or grocery. Lili
should have a money amount of 100.oo, and apply the principle

in proper using or handling money.

D. Support/Material
a) Play Money
b) Marker
c) White Board

E. Assessment
Paper test.
A. Identifying the amount of money.
B. Sequencing of numbers 1-20
C. Greater than and Less than: Whole number 1000
F. Outcome
Lili can handle money properly. Lili will be able to pay right amount in
the future and check if shes given proper or correct change.