Art and the IEP

Agency: _____________ Date of Report:______________

1. Identifying Information

Name of Student:___________ Birth Date: _______ Age:____
School: ________________ Teacher: _____________
Name of Parent/Guardian: ___________ Phone Number: _______
Address:_________________________

2. Special Notations

a. Health Status, Visual and Hearing Acuity: __________
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b. Observed Learning Style: Mark learns most effectively through a combination of visual and kinesthetic methods (e.g., a multisensory approach)…
c. Other _______________________________

3. Period, Plan

From June, 1991 To June, 1992

4. Present Level(s) of Educational Performance

Academic/Cognitive Levels: (include reading, math, and general abilities)

• Reading/reading readiness skills: Mark has difficulty in identifying and naming colors, shapes, and objects. (Counteract environmental deprivation by providing sensory stimulation and opportunities to explore wide variety of media)
• Math skills: Mark has trouble in sorting, classifying, categorizing, selecting, combining, matching, and sequencing. (Encourage selecting, grouping, and using art materials)
• General skills: Mark has difficulty in deriving relationships of time, space, and number, and in determining cause-and-effect relationships. (Promote abstract reasoning and ability to conceptualize through use of picture/storytelling, cartoon strips, TV story pads, and paper collages. Demonstrate cause and effect in social relationships through discussing what makes children angry, happy, or frightened and what responses these situations arouse)

Communicative Status: (include speech, language and writing skills)

• Expressive language: Mark is almost nonverbal (or he is excessively verbal or overly intellectual). (Encourage observation, exploration, and inventive behavior; stimulate imagination and foster school communication skills through storytelling about pictures while respecting the displacement they afford)
• Receptive language: Mark appears to be inattentive, with a short attention span. He needs help in following directions. His receptive language is extremely limited by his underdeveloped vocabulary (or by a foreign language barrier). (Encourage dialogues)
• Written language: Mark enjoys writing, but his work is not always legible. (Create an illustrated autobiography)

Motor and Perceptual Skills: (include fine and gross motor, visual and auditory perception)

• Fine motor skills: Mark has difficulty in grasping and in manipulating objects. (Offer opportunities for modeling clay, cutting and pasting, coloring, sorting and stringing beads, stenciling, using tools)
• Gross motor skills: Mark stumbles a lot and shows a lack of coordination; he may be accident prone. (Employ movement exercises as warm-up to drawing; use of mural paper, large brushes, introduce body image work)
• Auditory perception: Mark is easily distracted by extraneous classroom noises. He has difficulty in discriminating among auditory stimuli. (Provide individual work within nonstimulating environment; use simple, concrete language; make expectations clear)
• Sensory motor integration: Mark has trouble with hand/eye coordination, directionality, and laterality. (Provide opportunities for handling manipulative objects, and engaging in drawing exercises)
• Visual perception: Mark has trouble with sequencing, closure, discriminating differences, distinguishing figure/ground relationships, and spatial relationships. (Utilize cut paper collages, modeling clay, printing materials)

Social/Emotional Status: (include interaction in school, home and neighborhood with adults and peers)

Mark has a short attention span and is easily distracted from a task. (Provide art activities of short duration, structured tasks, opportunity for immediate feedback)

Mark exhibits a low level of frustration tolerance. He is often unable to control his impulses and is frequently aggressive toward peers and adults. (Afford opportunities for sublimation of aggressive impulses and for verbalization of feelings through artwork, puppetry, role play, dramatic play, and direct discussion)

Mark portrays himself as having a poor self-concept. (Arrange opportunities to experience success and develop confidence through pride in personal achievement. Affirm ego through emphasis on individuality and uniqueness, e.g., making self- portraits)

Mark seems to have a poor body image. (Body tracing to address this concern, or to address need for integration of body parts and boundaries)

Mark seems to be extremely fearful. (Furnish nonthreatening environment and safe avenues for self-expression and the elaboration of concerns)

Mark makes excessive use of fantasy. (Engage in reality testing exercises and still-life drawings. Provide clear, dependable structure)

Mark is withdrawn and isolates himself from others. (Supply indirect form of communication with environment, providing for both involvement and detachment)

Attach additional sheets as needed
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Prevocational/Vocational Skills: (include in the relevant area abilities in that area)

Mark has trouble in following directions, in adjusting to a work situation, and in completing tasks. He has an awareness of time, but he does not seem to be able to budget time or material effectively. He demonstrates an ability to invest himself in his task, but has difficulty in leaving his project when his time is finished and in returning to it to reinvest himself in the task. (Provide opportunities to test concepts, strengths, and skills. Document development with regard to behavior, activities, completed works. Foster independent function through opportunities to set one's own goals, to challenge oneself, and to master tools, processes. Promote problem-solving ability through the discovery and discussion of alternatives)

Self-Help Skills: (include the degree of independence in daily living skills, study habits, etc.)

Mark has trouble in sustaining himself at work without a great deal of verbal reinforcement. In the classroom, he seems to feel that he can learn only through imitation, although he demonstrates leadership skills with peers in the neighborhood. (Fosters ability to originate, communicate, and appreciate ideas)

Other: (include any pertinent information not stated above)

5. Prioritized Annual Goals:

9.

1. Description of proposed instructional services:
2. Comments and suggestions to facilitate instructional programming: One-to-one relationships facilitate Mark's learning process. Mark participates in group activities only with specialized individual assistance. Art Therapy recommended, individual and group sessions.

10.

• Hours/days per week in regular education
• Hours/days per week in physical education

11. Schedule for determining whether short term objectives are being achieved:

1. Annual Review Date(s) June 1992
2. Interim Review Date(s) December 1991

12. IEP Meeting(s)

Participants: