Special Education: Developing an IEP for Olivia's Communication Needs

This assignment analyzes the Individualized Education Program (IEP) for a student named Olivia, who experiences difficulties in communicating her needs to peers, often resorting to crying and screaming instead of verbal requests. The assignment outlines Olivia's strengths, which include clear verbal communication with teachers, and identifies her needs, particularly in peer interactions. An IEP goal is established: within six months, Olivia will be able to verbally request items from her friends. The assignment proposes accommodations such as group activities and role-playing to facilitate social interaction and communication skill development. Modifications include implementing specific games and activities to help Olivia understand and practice appropriate social behaviors. The document emphasizes the importance of positive reinforcement and consistent correction, avoiding public shaming. The student's work highlights the need for a supportive environment and active listening to foster Olivia's communication skills and overall social development, including references to relevant research.

Running head: SPECIAL EDUCATION
SPECIAL EDUCATION
Name of the Student:
Name of the University:
Author Note:

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QUESTION2
The modifications that must be made as per the meeting up of the goals for Olivia are as
follows. It must be ensured that Olivia is corrected when she tends to cry or do any sort of noisy
behavior in order to grab the thing which she wants. However, it should be ensured that she is
not being corrected in front of her friends or in public. This will actually be hurting her ego and
made her more rude in her behavior. It will be making them feel shameful over their own acts,
and they will feel bad over their acts and might not have the interest in learning the proper form
of gesture and communication that must be implemented or applied. On the other hand, it is
important for the teachers to talk or even communicate in a harmonious manner. The role of
active listening, as well as the body language among the various children, will be creating an
environment of trust and understanding between that of the children and students (Argyle, 2013).
If the teacher tends to listen to its students empathetically, then the children also tend to feel that
they are being heard and it makes them speak more. Open-ended questions must be asked to
them so that they can think critically and learn to answer in the correct way possible. Group
projects with collaboration must be initiated.

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Name of the student: Olivia
Disability: the disability of Olivia is that she fails to communicate in a proper manner with her
friends when she is want of any particular need. She tends to scream and shout while
communicating with her friends. As a result, none of the friends tries to communicate, play or
mix with her.
Over view of strengths and needs:
The strength of Olivia is that she is able to communicate well with her teachers. Thus, she has
good skills and talents of communication. Another talent that she tends to possess is that she can
speak full sentences very clearly with her teachers and friends. However, she tends to use her
communicational skills in the class only. The weakness or the need of Olivia that must be taken
into account is that she fails to communicate well with her friends when she wants a particular
object or a thing. She fails to communicate with her friends verbally. It is been seen that she
tends to cry and scream when she wants a thing or a toy which is being owned by the others.
IEP Goal: The IEP goal of the child is that by the end of the six months, the child will be able to
communicate well with her friends. She will be able to request her friends when she wants a
product or a thing. By the end of the six months, it is the IEP goal of the child to say that can I
please have that to her friends when wants a product or a thing from their friends.
Accommodations:
 One of the accodomation that can be provided to olive is that the students can be involved
into group activities where more number of siblings and friends are involved (Beuker,
2013).
 More role play activities must be involved so that while doing the role, she will be able to
understand the way in which she should actually talk with her friends.
 She should be praised when she talks with her friends with request and on the other hand,
she should be corrected right then when she cries or makes noises when she wants
products or toys which are owned by her other friends.
 Sharing responsibilities at the very younger age from her family will help her to
understand how to react or communicate with the other friends and the people with whom
she tends to mix.
Modifications:
The modification that must be made are as follows:
 Proper games must be initiated where she is supposed to play specific role or follow the
guidelines. This will help her to understand how to behave well with the others.
 Focus must be made on the modification or the goal of Olivia.
 proper role play activities must be initiated.
 The responsibility should be distributed and explained by the members of the family so
that the right communication skills with peers and others are well understood at the very
early stage.

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References
Beuker, K. T., Rommelse, N. N., Donders, R., & Buitelaar, J. K. (2013). Development of early
communication skills in the first two years of life. Infant Behavior and
Development, 36(1), 71-83.