Individual Curriculum Adjustment Plan
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ScribdTranslationsIndividual Curriculum Adjustment Plan
Translated by
ScribdTranslationsSchool "Republic of Peru"
Integration Project
INDIVIDUAL CURRICULAR ADJUSTMENT PLAN
PACI
2016
STUDENT IDENTIFICATION:
Full name: XXXXXXXXXXXXXXXXXXXXXXXXXXXXX Fecha Nacimiento:XX /XX/XXX Edad: X Course: 2 A
Diagnosis INTELLECTUAL DISABILITY Type of Adjustment: Subject:
LEVEL Graduation of the level of complexity. LANGUAGE AND MATHEMATICS
Prioritization of learning objectives and content.
Timing
Application time: First and second semester. Responsible for monitoring and application: Sandra Casanova Horta
Strategies for monitoring and evaluating the measures and support actions defined in the Plan:
Weekly and semester evaluation, identifying achievements and challenges.
Collaborative work with the subject teacher to identify the needs and how to support the student with special educational needs.
Support in the resource classroom whenever necessary.
Human and material resources to be used:
The student will receive support from a psychologist, specialist teacher, classroom or subject teacher, and family.
Teaching materials (concrete, graphic), technological resources will be used.
LANGUAGE AND COMMUNICATION
Learning Objective Student competition Objective to achieve for the Tools or strategies Procedures of
of the course with SEN. student with special educational needs. methodological to use evaluation
READING: READING: Every time it
OA-1 Read meaningful texts that Identify the number of OA-3 Identify the sounds According to the level of knowledge I worked on a skill
include words with hiatuses and syllables and the initial syllable that make up the words Lirayen chain, work will be done with or content, it is
diphthongs with groups compose a word. (phonological awareness) content of First Basic, with the will carry out a
consonants and with combination Identify sound initial recognizing and separating and purpose to develop everything formal evaluation and
this-is-what-who-ge-gi-gue-gui-güi- vocalic 'a-o-u'. combining its phonemes and those aspects that still the The note will be transferred
güe. From brief narrated text, achieve syllables. student has not learned or to the class book of the
infer answers. OA-4 Read isolated words and assimilated. course of the
OA-2 Read aloud to acquire In dictation of vowels, in context applying their Work will be done in the resource room. student.
fluency (pronunciation, respect to write correctly) knowledge of the four times a week.
of punctuation). o-u-i. correspondence letter-sound Concrete material will be used.
Narrate experiences in different combinations. pictorial and symbolic with the purpose
OA-5 Demonstrate understanding of life, buy sequence of OA-5 Read sentences and texts to properly strengthen the ability to
the read narratives (image extraction from trestempo. briefs aloud. develop
of explicit information and formed history. Understand words and
implicit sequencing of simple sentences in syllables
actions identification y direct.
description of characteristics
fsicas. DEED:
SCRIPT: OA-13 Experiment with the
Write frequently, writing to communicate
to develop creativity and facts, ideas and feelings
express your ideas, texts like among others.
poems, diaries of life OA-14 Write words y
anecdotes, etc. simple sentences.
OA-21 Write correctly for OA-15 Write in clear handwriting,
facilitate understanding by separating the words with a
of the reader. space.
MATHEMATICS
Learning Objective Student competition Objective to achieve for the Tools or strategies Procedures of
of the course with SEN. student with special educational needs. methodological to use evaluation
NUMBERS AND OPERATIONS: Recognize VISUAL NUMBERS AND OPERATIONS:
OA-1 Count numbers from 0 to numbers up to 20. OA-1 Count numbers from 0 to According to the level of knowledge Every time it
1000 by 2s, by 5s, by 10s Identify the notion of 50 by 1s, by 2s, by 5s Lirayen will work with I worked on a skill
10 and from 100 to 100, forward right and left in 5 and in 10s, towards contents of First Basic, with the and/or content, it
and back. Identify and draw figures forward and backward. purpose to develop all will carry out a
OA-2 Read numbers from 0 to 100 and geometric shapes basic those aspects that still the formal evaluation and
represent them in a concrete form, (square, triangle, OA-3 Read numbers from 0 to 20
student has not learned or the note will be transferred
pictorial and symbolic. rectangle and circle). and represent them in shape assimilated. to the class book of
Identfica los conceptos de “ concreta, pictórica y simbólica. Work will be done in the resource room. course of the
OA-3 Compare and order numbers big-small, short- four times a week. student
from 0 to 100 from smallest to largest and long, tall-short, many- OA-4 Compare and order Concrete material will be used.
vice versa. pocos-ninguno, arriba- abajo, números del 0 al 20 de menor pictorial and symbolic with the purpose
to one side - to the other side, near - to greater and/or vice versa. to confidently enhance the skill to
OA-9 Demonstrate understanding of the far, together-apart, develop
addition and subtraction in the inside-out and day-night. OA-9 Demonstrate what
range of '0 to 100'. understands the addition and the
subtraction in the realm of "0"
at 20".
NAME AND SIGNATURE NAME AND SIGNATURE
SUBJECT TEACHER SPECIALIST PROFESSOR