Disability:

Mild intellectual Disabilisty

Characteristic:

Intellectual disability is a disability characterized by significant

limitations in both intellectual functioning and in adaptive behavior,
which covers many everyday social and practical skills. This disability
originates before the age of 18.

Mild Disability

IQ 50 to 70

Slower than typical in all developmental areas

No unusual physical characteristics

Able to learn practical life skills

Attains reading and math skills up to grade levels 3 to 6

Able to blend in socially

Functions in daily life

About 85 percent of people with intellectual disabilities fall into the mild
category and many even achieve academic success. A person who can
read, but has difficulty comprehending what he or she reads represents
one example of someone with mild intellectual disability.

http://www.healthyplace.com/neurodevelopmental-disorders/intellectualdisability/mild-moderate-severe-intellectual-disability-differences/

CURRIICULUM

A. Recommended
B.Recommended curriculum from DepEd:

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

Their articulation, voice, and fluency skills are within normal limits.
They demonstrates strength in identifying word relationships by
pointing to pictures. However they cannot comprehend well. They
cannot comprehend when you say adjectives describing colour, size,

shape etc., prepositional phrases, sorting and labelling a category,

and following directions they are having difficulty as well in
answering /wh/ questions (who, where, when, how, what, and why).
Their language disorder negatively affects their ability to follow
teacher directions, communicate in the classroom and in social
settings, comprehend classroom instruction, understand and use a
variety of words in their oral speech and written work. They are
beginning reader. They enjoys looking at picture books and listening
to picture books on tape/CDs at the classroom listening station.
They often listens to the same book multiple times. They recognizes
upper

and

lower

case

letters,

identifies

single

syllable

consonant/vowel/consonant words. They read 30 words with 10

miscues, responds to literal questions. They listen to the oral
reading of grade level texts across core content areas. They dont
want to volunteer during text discussion. With teacher prompting,
they answer basic factual questions (and is unable to answer
questions requiring deeper meaning. Due to severe deficits in
phonemic awareness, phonics, word recognition, comprehension
and reading fluency significantly impact their ability to gain
information and demonstrate knowledge from grade level reading
materials. Given daily direct instruction using manipulatives. They
can counts objects 1-20, recognizes numerals 1-20 and adds sets 110 using manipulatives or their fingers but having difficulty in
performing addition in regrouping. Subtraction poses greater
challenge.

They perform one digit subtraction problems with

objects 1-10.

They demonstrates minimal understanding of math

attributes of less than, greater than and equal. Their math fluency in
counting beyond 20, problem solving and understanding math
concepts is obviously below that of age and will not let them
actively participate in Grade 1.
They are quiet, compliant student. They appear to be hesitant to
join small group student conversations given language deficits.
They requires specific role assignments to participate in cooperative
group activities (e.g., distribute materials, match labels to diagram).
In large group activities, they follow the lead of others (e.g., looking
at reading passage, working quietly during independent seatwork,
listening during class discussion). They struggle to follow oral
teacher directions announced to the class. They require individual
repetition of the directions and teacher prompting.
They can eat independently, but still messy. After eating they always
pack away their box properly but leave the table messy. They
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 their clothes, wear their socks and tie
their shoes.
Reflecting on cognitive, language, academic and social deficits in
total, they require a variety of supports for learning. In order to
follow teacher directions, their benefits from peer and adult models
and teacher prompts.

She needs visual supports to promote

understanding and retention of new concepts. She requires multiple

models, ongoing review and multiple practices to master and retain

a skill (e.g., Consonant Vowel Consonant (CVC) words). She requires
specific instruction and examples to generalize a concept they are
more successful when a complex concept is broken into smaller
chunks.

Goals and objectives:

Academic
1. Given oral classroom instruction, they will follow verbal directives
regarding basic concepts of attribute, space, and category with
80% accuracy over 3 consecutive sessions.
2. When auditorally presented with a wh-question, they will
verbally answer the question with 80% accuracy over 3
consecutive sessions.
3. Given a text reading passage at her instructional level including
literature and informational texts, they will independently read
the passage and respond orally to literal and inferential
comprehension questions with 80% accuracy over 3 out of 4
reading test.
4. Given 10 addition or subtraction, division and multiplication
problem with regrouping (two and three digit numbers), they will
solve the problems with 90% accuracy over 3 consecutive
sessions
Affective skills
1. As school day goes by they will develop their socialization by
joining group activities without hesitation, and cooperate in their

activities. They will develop their listening skill as well follow

teachers direction without repetition.
2. By providing guidance, they will eat properly and avoid mess on
their desk, they will keep their box and clean up their table after
eating. They will develop their questioning skills for their
assistance, and they will be able to perform how to take good
care of one self.
C. Taught
I.
Academic Implementation
English
Speaking and listening
Writing and representing
Handwriting and using digital technologies
Reading and viewing
Spelling
Grammar punctuation and vocabulary
Thinking imaginatively and creatively.
Mathematics

Whole Numbers
Addition and Subtraction
Multiplication and Division

Science

II.

III.

Physical World
Earth and Space
Living World

Socialization
Communication Skills
Intermediate play behaviour
Understanding emotions
Self Regulation
Flexibility
Conversational Skills
Non-verbal communication skills
Compliments
Life skill

Money Handling

Food Management

Personal hygiene

Health

Transportation

Interpersonal Skills

Home Management

D. Support/Material
a) Video Player
b) Marker
c) White Board
d) Stage for play
E. Assessment
Checklist and performance based assessment.
ENGLISH
Elements of Speech
Degree of Development
Language Observed or
Recorded
Ability to recognize and
process words and phrases
(receptive language)
Evidence of speaking and
using language with ease
(expressive language)
Employs language to solve
problems or to socialize.
Clear articulation. No
evidence of stuttering or
other problems.
Ability to read or listen to

Poorly
Develo
ped

Adequa Well
te for
Develo
age
ped

language and then use it

appropriately.
Fluency or range of
vocabulary.
Developmentally appropriate
use of grammar and syntax.
Overall language development level:
________________________________ Recommendations for speech
therapy or for parental assistance:
____________________________________________________________________
MATH
Skills Demonstrated

Knowledge of basic
number facts
Knowledge of
multiplication facts
Addition of whole
numbers
Subtraction of whole
numbers
Multiplication of
whole numbers
Division of whole
numbers
SCIENCE
How to select foods
for a healthy diet
The importance of
exercise and activity
Risk factors to
health such as
smoking or use of
drugs
Safety techniques
for the home and

Frequen
t
Inaccura
cy

Fairly
Accura
te

Compo
nent

Highly
Accura
te

outdoor play
Simple first aid and
lifesaving
techniques
How his or her body
systems work
together
(respiratory,
digestive, skeletal)
to keep him or her
well
Recommendations for review or enrichment:
_________________________
___________________________________________________________________
SOCIAL SKILLS
(Attachment)
LIFE SKILLS
A. Money Management
Yes
No
Knows values of coins and currency.
Can make a transaction at a local store and
count change.
B. Food Management
Washes hands before eating and preparing
food.
Can order in a cafeteria or fast food
restaurant.
Can describe food pyramid and foods that
contribute to a healthy life style.
Knows name and use of cooking utensils.
Recognizes signs of spoilage in food.
C. Personal Appearance and Hygiene
Can dress self (including underwear, socks, and
tied shoes) in a reasonably acceptable fashion
Can bathe self.
Knows how to use soap, shampoo, deodorant,
shaving cream, other common personal products
appropriate to sex
Brushes teeth regularly.
D. Health
Can recognize and describe symptoms of
colds, flu, and other common health problems.
Is conscious of diet, exercise, good eating
habits, and other preventative health

measures.
E. House Keeping
Can wash dishes adequately using soap and
hot water.
Can make a bed.
Knows how to dispose of garbage.
F. Transportation
Can ride a bicycle safely.
Can arrange routine transportation to work or
school.
Knows the nearest public bus stop to your
home
Knows amount of money required for bus fare.
Can give directions
G. Interpersonal Skills
Can respond to introductions and answer
simple questions.
Can identify one friend.
Look others in the eye and shakes hands if
other person offers
Can make small talk (face to face).
Can make introductions, including
approaching others to introduce self.
Can ask for help
Can explain feelings.

F. Outcome
All throughout the teaching learning process they can do the ff.:
Academic
Communicates with peers and known adults in informal and
guided activities demonstrating emerging skills of group
interaction
Composes simple texts to convey an idea or message
Demonstrates developing skills and strategies to read, view
and comprehend short, predictable texts on familiar topics in
different media and technologies
Demonstrates developing skills in using letters, simple sound
blends and some sight words to represent known words when
spelling.

 develop understanding and fluency in mathematics through

inquiry, exploring and connecting mathematical concepts,
choosing and applying problem-solving skills and
mathematical techniques, communication and reasoning
develop knowledge of the Physical World, Earth and Space,
Living World and Chemical World, and understanding about
the nature, development, use and influence of science.
Social Skills

Socialize with the people in the community

Make friends with schoolmates
Can answer questions from others
Good and harmonious relationship with the people
surrounds them.

Life Skills

Manage money wisely

Right choice of foods and eat cleanly
Take good care of one self
Perform simple task in home management
Remember directions and other means of transportation.
Can ask help and information