Individual Education Program for a Special Education Goal

Melanie (pseudonym name) is a healthy four-year-old girl, currently attending K1 in Modern Montessori International Group (MMI). Through the use of appraisement observation (Wood, 1992), it has been noted that when she is asked to read a selection and later on asked of what she has understood about it, she loses track of the entire reading subjecting her to forgetting even the simple words that she has already come across within the reading. Besides that, it could be noted too that even though she is asked with regards the meaning of the words that she was already given familiarity to while reading the material given to her, she has the hardest time remembering them during the first time of questioning. If closer observance is paid to the reading process of Melanie at home, it would likely lead to different end results, as per suggested by the Educational Adjustment Profile (Balasundarm, 1998). If one lets her read a line that includes very simple words that she already knows or has come across earlier, there is no reason why she could not finish the task. As for a fact, she will readily do the reading from the beginning of the text as required continuously up until the end of the reading piece. However, relating the different meaning of the words in the reading becomes a hard matter for her to complete.
Through the use of one-to-one assessment method (Steven, 2008), I, as the teacher of Melanie, was able to observe her different developments based from the number of practices and trainings that she has undergone such as phonics, reading comprehension and other word-based programmes that are all aimed to help an individual verbally comprehend with written pieces of reading. Through a systematic process of gathering the data, I was able to keep a record on how well my niece is making improvement based on the daily activities that I handle with her on a regular basis. I used both formal and informal assessments to ensure that Melanie is making progress. This means that the assessment could happen during or even after classes (ASHA, 2009). Through this mandated procedure, I am sure to be able to help Melanie enhance her skills on understanding words and their context even after class allowing her to see things in a practical manner. As noted through the said observation I learned how my niece has become many patients and perseverant in accepting the lessons I present to her making her better acquainted with the lesson thus pushing her to develop further in her learning.