Individual Curriculum Plan for SEN Students
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ScribdTranslationsIndividual Curriculum Plan for SEN Students
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 Tipo de Adecuación: Subject:
LIGHT Graduation of the level of complexity. LANGUAGE AND MATHEMATICS
Prioritization of learning objectives and contents.
Timing
Application time: First and second semester. Responsable seguimiento y aplicación: Sandra Casanova Horta
Follow-up and evaluation strategies for 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 needs and how to support the student with special educational needs.
Support in the Resource Room 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.
Didactic material (concrete, graphic) and technological resources will be used.
LANGUAGE AND COMMUNICATION
Learning Objective Student Competition Objective to achieve by the Tools or strategies Procedures of
of the course with SEN. student with special educational needs. methodological use evaluation
READING: READING: Every time that 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, work will be done with and/or content, is
diphthongs, with groups make up a word. (phonological awareness) contents of First Basic, with the will be carried outa
consonants and with combination Identify sound initial recognizing and separating and purpose to develop all evaluaciónformal y
this-what-who-ge-gi-gue-gui-güi- vowel "a-o-u". combining its phonemes and those aspects that still the grade will be transferred
güe. From brief narrated text, it achieves syllables. student has not learned or to the class book of
infer answers. OA-4 Read isolated words and assimilated. course of the
OA-2 Read aloud to acquire In the dictation of vowels, in context applying their Work will be done in the resource room. student.
fluency (pronunciation, respect correct writing) knowledge of the four times a week.
of punctuation). o-u-i. letter-sound correspondence Concrete material will be used,
Narrate experiences in different combinations. pictorial and symbolic with the purpose
OA-5 Demonstrate understanding of life, understand sequence of OA-5 Read sentences and texts to firmly enhance the ability to
las narraciones leídas (extracción imágenes de trestempo. briefs out loud. develop
of explicit information and formed history. OA-6 Understand words and
implicit, sequencing of simple sentences in syllables
actions identification y direct.
description of characteristics
fsicas. DEED:
DEED: OA-13 Experiment with the
OA-12 Write frequently, writing to communicate
to develop creativity and facts, ideas, and feelings,
express their 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
from 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 visually NUMBERS AND OPERATIONS:
OA-1 Count numbers from 0 to the number 20. OA-1 Count numbers from 0 to According to the level of knowledge Every time it
1000 by 2 in 2, by 5 in 5, by 10 in Identify the notion of 50 by 1 in 1, by 2 in 2, by 5 Lirayen will work with I worked on a skill
10 and from 100 to 100, forward, right and left in 5 and in 10, towards contents of First Grade, with the and/or content, is
and back. identify and draw shapes forward and backward. purpose to develop everyone will be carried outa
OA-2 Read numbers from 0 to 100 and geometric shapes basics those aspects that still the formal evaluation and
represent them in a concrete form (square, triangle, OA-3 Read numbers from 0 to 20
the 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. The work will be done in the resource room. course of the
OA-3 Compare and order numbers from large to small 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, close - to greater and/or vice versa. to strengthen the skill well
OA-9 Demonstrate that you understand the far, together-apart, develop
addition and subtraction in the inside-outside and day-night. OA-9 Demonstrate what
range from '0 to 100'. understand the addition and the
subtraction in the scope of '0'
to 20".
NAME AND SIGNATURE NAME AND SIGNATURE
SUBJECT TEACHER SPECIALIST PROFESSOR