GPS2301 Assignment 2026 Discipline Chief Ms Fionna Thong HSS, East Fly, Level 8 (EW-1A-08-42) fionna thone@tp.edu.sg Tutors Mr Vikneswaran Krishnan Murthi (NI) HSS, East Fly, Level 8 (EW-1A-08-42) Vikneswaran KRISHNAN MURTHl@tp.edu.se Ms Eulisia Er (N2) HSS, East Fly, Level 8 (EW-1A-08-42) eulisia er@tp.edu-sg Ms Yvette Tan (N3) HSS, East Fly, Level 8 (EW-1A-08-42) wette tan@tp.edu.sg Path Duration: 21 October 2025 – 20 February 2026 Class Occasions: Wednesday, 7pm – 10pm Venues: Face-to-Face (F2F) Classes Attach: OlA-04-90 (NI); 26B-02-42 (N2); OlA-05-07 (N3) Home-Primarily primarily based Studying (HBL): MS Groups Synopsis This field explores a extensive range of interventions and programs extinct within the education of people with particular needs. It examines the theoretical foundations, realistic applications, and effectiveness of interventions geared toward supporting contributors with numerous studying needs. The topic covers a differ of disabilities and prerequisites, including, nevertheless no longer restricted to, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, mental disabilities, and bodily disabilities. Coverage contains proof-primarily primarily based practices, Individualised Training Plans (IEPs), inclusive education principles, and assistive technologies to spice up studying outcomes for contributors with particular needs. Discipline Targets & Overview This field aims to equip college students with the working out and talents to: characterize the pointers to supply protection to the rights for contributors with disabilities put collectively interventions and programs for supporting contributors with a extensive range of particular needs make an Individualised Training Thought (IEP) primarily primarily based on assessment data POLYTECHNIC Timetable Sessio n Date Issues Remarks 1 22 October Ethical Pointers MS Groups 2 29 October Studying Patterns in Folks with Particular Needs OlA-04-90 (NI) 268-0242 (N2) OlA-05-07 (N3) 3 5 November Concerns and Concerns for Youngsters and Adults with Particular Needs MS Groups 4 12 November Individualized Tutorial Planning (IEP) MS Groups 5 19 November Stakeholders in IEP MS Groups 6 26 November Figuring out the Present Level of Functioning MS Groups 7 3 December Operate Surroundings in IEP MS Groups 8 10 December Consultation: Peek Utility Submission of Case Peek Utility Part 1 (14 Dec, 11.59pm) – MS Groups 9 17 December Developmentally Relevant Practices (DAP) MS Groups Length of time Damage 10 7 January Interventions for Folks with Sensory and Bodily Disabilities MS Groups 11 14 January Interventions for Folks with Intellectual Disabilities, Autism Spectrum Dysfunction and ADHD MS Groups 21 January Utility of Intervention and Recommendations Quiz – 15% OlA-04-90 (NI) 268-0242 (N2) OlA-05-07 (N3) 13 28 January Evaluate of IEP MS Groups 14 4 February Consultation: Particular particular person Assignment Submission of Case Peek Utility Part 2 (8 Feb, 11.59pm) – MS Groups 11 February Particular particular person Presentation Particular particular person Presentation of Case Peek – 15% MS Groups 16 20 February Particular particular person Presentation Particular particular person Presentation of Case Peek – 15% MS Groups (Friday class, make-up for CNY) Lecture & Tutorial Attendance You would possibly well per chance be anticipated to support all classes (whether face-to-face or online). Attendance for classes is essential and attendance shall be taken. Failure to construct on the least a 50% attendance rate for every month will quit to your being ineligible for the coaching allowance (if any). Please consult with your CET Student manual for detailed tips on attendance. Designate that legit reasons akin to scientific plod away are no longer regarded as as fresh within the attendance arrangement. Path Readings While there are no longer any required textbooks for this field, the topic crew has prepared a reading of books and journal articles that college students can easily accomplish from Temasek Polytechnic’s library resources or from free online resources. For higher working out of the matters and as a helpful resource for his or her tasks and project, college students are told to read the instructed materials and no longer depend fully on the stutter material covered on lecture slides or seminar discussions. Please consult with Appendix A for the reading list. Class Insurance policies Dialog: The predominant communique channels in which we’ll disseminate data are by device of PoliteMall and our MS Groups channel. It is your responsibility to be dash you test these platforms on a customary basis for any updates when it comes to this subiect. Lesson Materials: The lesson materials shall be uploaded to PoliteMall. Lesson Etiquette: A conducive studying atmosphere is fostered when we have interaction with the lesson by taking part in discussions, are looking ahead to questions, and appreciate others’ eagerness to be taught. Please act per the golden rule of no longer disrupting the classes for numerous of us who shall be attracted to studying. Please adhere to the submission instructions for the project submissions. You would possibly well per chance be strongly encouraged to post earlier than the time deadlines. The instructions shall be listed within the project handouts. Except in every other case specified, simplest submission by device of the legit channel shall be favorite. Submission by device of channels varied than the legit channel might well quit up in as a lot as 10% deduction in marks. It is your responsibility to make certain your work is submitted onto PoliteMall and that vou maintain got confirmation from the channel for each and every submission. Any failure or suspected failure need to be made known to vour lecturer for instantaneous action. IEP _Intervention Thought Paunchy Sample.docx Write My Assignment Battling GPS2301 Particular Needs Training Assignment at TP? Native Singapore Writers Team 100% Plagiarism-Free Essay Very top Pride Charge Free Revision On-Time Provide Review Parts 1. Case Peek Utility (Part 1) – 30% Time restrict: 14 December 2025 (Sunday), 11.59pm Targets ➢ Students in yell to assess the needs of a baby and achieve IEP dreams Use APA citation fashion for references (if any). ❖ Consist of the “Declaration of Originality” and a reference list (if any). A submission hyperlink below “Assignments” shall be made accessible on PoliteMall. Please post by device of the hyperlink. ❖ Please identify your file within the next format: (Your Name_ Class Community No._Tutor) As an illustration: TanAhKow _N1_Elsie Scope You would possibly well per chance be Emma’s trainer. Constant with the below profile, identify her difficulties in communique, social, emotional, OR behavioral components. You are going to also need to identify her fresh stage of efficiency for the chosen distress and achieve short-length of time and lengthy-length of time Individualized Tutorial Thought (IEP) dreams for her. You would possibly well per chance be required to post the next: 1. Assignment Evaluation Template (15 marks) Designate the most essential project of the intervention idea. ○ Constant with the most essential project of the intervention idea, damage down the most essential project into smaller duties that will allow you with the planning of the intervention timeframe (i.e., which smaller project shall be implemented at which week/month). 2. Intervention Thought (Part 1) Template (15 marks) Designate the duty of focal point (i.e., the chosen distress) within the intervention idea. ○ Record her fresh stage of efficiency in terms of the chosen distress. Record what are some areas of enhancements the IEP crew and/or subsequent intervention plans might well tackle. ○ Thought short-length of time and lengthy-length of time dreams for the purpose of curiosity project. Case Peek Emma is a 15-year-archaic student in Secondary 3 at a mainstream secondary college. She lives with her mother and grandmother. Her father works in a international country and visits simplest occasionally. Emma is on the total mute in class and prefers working independently. While she performs properly in subjects cherish English and Art, her teachers maintain raised concerns about her communique and emotional law in study room and social settings. In classes, Emma infrequently ever volunteers to talk up or take half in discussions. When known as upon, she supplies short answers and on the total looks down in desire to making glance contact. Her teachers characterize her to boot mannered nevertheless “laborious to read,” as she seldom expresses her opinions or emotions openly. In neighborhood tasks, Emma tends to let others take the lead and contributes simplest when right away asked. Some classmates maintain interpreted her silence as disinterest or aloofness, which has affected her skill to make conclude trace relationships. Outdoor of sophistication, Emma spends most of her time within the library or the art room, the put she sketches quietly. She has one conclude friend from a mutter class nevertheless finds it no longer easy to withhold better social circles. Honest no longer too lengthy ago, her make trainer seen that Emma turns into visibly anxious all the device by device of oral presentations — she fidgets with her hands, avoids taking a peek on the target audience, and speaks very softly. After one presentation, she was once seen tearing up after receiving constructive options from the teacher. Emotionally, Emma looks to internalize stress. All the device by device of excessive-stress cases (e.g., tests, efficiency duties), she tends to alter into withdrawn and overly self-serious. Her college counsellor shared that Emma on the total worries about “announcing the imperfect element” or “disappointing others. ” These thoughts generally quit her from in search of clarification from teachers or peers even when she needs attend. Despite these challenges, Emma has important strengths. She is a inventive and reflective student who expresses herself powerfully by device of writing and art. Her artwork on the total depicts emotions she finds laborious to explicit verbally. Lecturers maintain favorite that she shows persistence when engaged in internal most tasks and responds positively to at least one-on-one encouragement. Rubrics (30%) Requirements Wretched Shapely Common Appropriate Outstanding Marks 1. Assignment Evaluation 0-3 No predominant project indicated within the duty diagnosis Puny damage down of the most essential project into smaller duties The total smaller duties are no longer in sequence No applicable scaffolding mirrored within the smaller duties 4-6 Valuable project no longer clearly indicated within the duty diagnosis Insufficient damage down of the most essential project into smaller duties The total smaller duties are no longer in sequence Lack of applicable scaffolding mirrored within the smaller duties 7-9 Valuable project a tiny bit clearly indicated within the duty diagnosis Ample damage down of the most essential project into smaller duties Just a few of the smaller duties are in sequence Ample and applicable scaffolding mirrored within the smaller duties 10-12 Valuable project indicated within the duty diagnosis Sure damage down of the most essential project into smaller duties The total smaller duties are in sequence Some applicable scaffolding mirrored within the smaller duties 13-15 Valuable project clearly indicated within the duty diagnosis Very particular damage down of the most essential project into smaller duties The total smaller duties are in sequence Sure and applicable scaffolding mirrored within the smaller duties /15 2. Present Level of Efficiency 0-1 Erroneous or extremely restricted description of the child’s behaviour Lacks relevance to realistic functioning Lacking or unclear working out of the child’s developmental expectations 2 Presents minimal description relating to the child’s behaviour Descriptions are overly negative or certain, peril with peers, as an illustration Would possibly per chance per chance contemplate misunderstanding of frequent developmental expectations 3 Presents a total or total description of behaviour, with out valuable detail Focuses more on difficulties with out balanced standpoint Puny reference to setting/context the put behaviours happen 4 Presents mostly excellent descriptions of behaviours and traits Addresses both strengths and difficulties though one would be more excellent Displays total awareness of situational/contextual influences 5 Clearly describes both strengths and difficulties the usage of concrete, observable behaviours and traits Presents particular examples of strengths and difficulties in contexts that topic (e.g., all the device by device of play, routines, transitions) Presents context (settings, cases) showing behaviour across environments /5 3. Areas of Development 0-1 Needs are no longer identified, or vaguely unclear. No connection to fresh functioning. Would possibly per chance per chance consist of unsuitable assumptions of frequent pattern. 2 Identifies needs with restricted readability or justification. Lacks alignment with strengths or needs identified within the previous half. Needs would be misidentified or too large, hindering planning. 3 Lists applicable areas for enchancment nevertheless supplies restricted justification or prioritisation. Areas would be too large or lack particular focal point on “how” to spice up needs. Some links to fresh developmental needs are implied nevertheless no longer explicit. 4 Identifies relevant areas for enchancment with short justification. Prioritises precisely in terms of behaviours described. Needs are clearly articulated and lengthy length of time enhance needs are regarded as. 5 Clearly prioritises explicit developmental and impulse alter needs. Loyal rationale linking challenges to daily functioning and emotional outcomes. Reveals working out of how needs hyperlink to fresh pattern and predicament interactions. 4. Operate Surroundings 0-1 Targets are irrelevant, or unrealistic or fully unmeasurable. No observable or measurable outcomes. Disconnected from the child’s identified needs. 2 Targets are overly total or unrealistic, with restricted consideration to baby’s needs and developmental stage. Minute readability in how progress shall be tracked or evaluated. 3 Targets are fresh nevertheless would be imprecise or too total to be measurable. Some dreams might well lack particular timelines or measurable outcomes. Basic alignment with identified needs nevertheless lacks precision. 4 Targets are mostly SMART; might well lack some specificity nevertheless are in total achievable. Targets contemplate the child’s enhance needs with magnificent readability. Reveals thoughtfulness in scaffolding dreams (e.g., short-length of time and lengthy-length of time). 5 Develops SMART dreams; explicit, measurable, achievable, relevant and time-certain. Targets are developmentally applicable and right away aligned with identified needs. Every goal demonstrates particular progression and differ of skill acquisition. /30 2. Case Peek Utility (Part 2) – Forty five% Elements in time Submission: 8 Feb 2026 (By 11:59PM) Presentation: 11 or 20 February 2026 Targets Students to understand and put collectively proof-primarily primarily based intervention approaches to cater to the needs of youngsters with particular needs. ➢ Students in yell to point to innovation and creativity, along with sound intervention basis, in designing and making expend of effective interventions. ➢ Constant with the identical case assume in Part 1, you are required to make an intervention technique that will attend her adapt and cope higher in college. The intervention have to tackle the chosen distress in communique, social, emotional, OR behavioral components (Consult with your submission in Part 1). You would possibly well per chance be required to post the next: Intervention Thought Template (15 marks) Description of the intervention idea. Detailed planning of the timeframe of how the intervention shall be implemented Intervention Creation (15 marks) Assemble ONE intervention helpful resource equipment (insert as Appendix) that shall be extinct within the intervention. Equipment might well consist of any of the below: o Dialog board/guide o Visuals o Rewards chart o Noise and behaviour scale Presentation (15 marks) 10 minutes presentation Meander deck have to consist of the next: Indicate why the chosen condo of distress is serious. o Indicate how the idea addresses the child’s difficulties. o Indicate how the intervention needs to be implemented. Submission Pointers Use APA citation fashion for references (if any). Consist of the “Declaration of Originality” and a reference list (if applicable). A submission hyperlink below “Assignments” shall be made accessible on PoliteMall. Please post by device of the hyperlink. Please identify your file within the next format: (Paunchy Name_ Class Community No._Tutor) As an illustration: TanAhKow_N1_Elsie Rubrics (Forty five%) Requirements Wretched Shapely Common Appropriate Outstanding Marks 1. Intervention idea 0-3 Wretched different of intervention Wretched clarification of intervention idea Intervention idea doesn’t tackle the child’s difficulties 4-6 Insufficient different of intervention Insufficient clarification of intervention idea Intervention idea inadequately addresses the child’s difficulties 7-9 Relevant different of intervention Considerably particular clarification of intervention idea Intervention idea a tiny bit adequately addresses the child’s difficulties 10-12 Appropriate different of intervention Sure clarification of intervention idea Intervention idea adequately addresses the child’s difficulties 13-15 Aesthetic different of intervention Very particular clarification of intervention idea right away addresses the child’s difficulties /15 2. Intervention creation 0-3 Wretched plot of the helpful resource – messy, wordy, no longer lovely Intervention lacks creativity Resource is no longer any longer aligned to the intervention idea and project diagnosis 4-6 Shapely plot of the helpful resource – messy, wordy, no longer lovely Intervention a tiny bit lacks creativity Resource is a tiny bit aligned to the intervention idea and project diagnosis 7-9 Common plot of the helpful resource – messy, wordy, no longer lovely Intervention is adequately inventive Resource adequately aligns to the intervention idea and project diagnosis 10-12 Appropriate plot of the helpful resource – dapper, spruce, no longer messy, wordy Intervention is inventive Resource is aligned to the intervention idea and project diagnosis 13-15 Aesthetic plot of the helpful resource – dapper, spruce, no longer messy, wordy, lovely Intervention portrays excellent creativity Resource is fully applicable and right away aligned to the intervention idea and project diagnosis /15 3. Presentation 0-3 No particular reason within the again of the creation of the equipment 4-6 Lack particular reason within the again of the creation of the equipment 7-9 Considerably particular in reason within the again of the creation of the equipment 10-12 Sure reason within the again of the creation of the equipment 13-15 Very particular reason within the again of the creation of the equipment /15 Complete Wretched clarification of this condo of distress Wretched clarification of how the equipment needs to be implemented Insufficient clarification of this condo of distress Insufficient clarification of how the equipment needs to be implemented Ample clarification of this condo of distress Ample clarification of how the equipment needs to be implemented Sure clarification of the child’s condo of distress Sure clarification of how the equipment needs to be implemented Very particular clarification of the child’s condo of distress Very particular clarification of how the equipment needs to be implemented /Forty five 3. Online Quiz – 15% Date: Wednesday, 21 January 2026 (FTF) The Forty five-minute delivery-guide quiz consists of 30 more than one-different questions (MCQs) covering key matters from the direction. You would possibly well per chance be allowed to consult with your direction materials all the device by device of the quiz. Every ask can maintain four alternatives, with simplest one magnificent retort. You favor to retort all questions all the device in which by device of the given time body. While books and notes are accredited, collaboration with classmates is strictly prohibited. The quiz is designed to assess working out of ideas and the skill to put collectively data. 4. Participation Parts – 10% Your class participation grade is particular by your presence and punctuality in classes, active participation in neighborhood actions and class discussions, and point to of a mutter angle in opposition to fellow people and the teacher. Aesthetic (9-10) ood (7-8) verage (5-6) Shapely (3-4) Wretched (1-2) ttendan e, class ngagem nt ‘ ubmissi n of ssignm nts Paunchy attendance nd active presence; onsistently ttentive, respectful, and ngaged in actions. Proactively ontributes with insightful tips nd relevant uestions. All ssignments subm itted on time or arly with excessive ffort, depth, and onsistent enchancment. ood attendance ith minor bsences; ttentive, espectful, and ngages when rompted. requently ontributes elevant omments and esponds houghtfully. signments subm It-ted on time with ood effort, howing nderstanding nd esponsibility. cceptable attendance with noticeable absences; ngagement is passive nevertheless fresh. Participates simplest chicken known as on; ontributions are total or short. Some assignments submi ed leisurely or with minimal effort; uality and onsistency differ. Frequent bsences or leisurely rrivals; attention nd ngagement inco nsistent. No longer ceaselessly take half and shows restricted preparation. ssignments ofte n leisurely, rushed, or Incomplete with minimal effort. hronic bsenteeism or isengagement; istracted or isruptive in class. Does no longer take half mea ningfully. ssignments lacking, plagiarised, r no longer submitted, howing tiny to no ffort. Designate: All written assignments maintain to follow the APA format. Please achieve the “Declaration of Originality” to all assignments all the device by device of submission. Appendix A: Finding out List Aboagye, E. (2019). Psychological perspectives and intervention programs for educating youngsters with emotional and behaviour difficulties. The Global Journal of Humanities & Social Research. https://doi.org/10.24940/theiihss/2019/v7/i1/140939-3382 Amran, H. , & Majid, R. (2019). Studying programs for twice-unheard of college students. Global Journal of Particular Training, 33, 954-976. Hampton, L. , & Chow, J. (2021). Deeply tailoring adaptive interventions: enhancing data generation of SMARTs in Particular Training. Remedial and Particular Training, 43, 195 205. https://doi.ore/10.1177/07419325211030669 Harrison, J. , Evans, S., Baran, A., Khondker, F., Press, K. , Noel, D., Wasserman, S., Belmonte, C., & Mohlmann, M. (2020). Comparability of accommodations and interventions for formative years with ADHD: A randomized managed trial. Journal of College Psychology, 80, 15-36. https://doi.org/10.1016/i.isp.2020.05.001 Kuntz, E. , & Carter, E. (2019). Review of interventions supporting secondary college students with mental incapacity in Basic Training classes. Research and Note for Persons with Extreme Disabilities, 44, 103 – 121. https://doi.org/10.1177/1540796919847483 Peng, A. S. K. (2024). Implementation of Article 12 of the UN Conference on the Rights of Persons with Disabilities in Singapore. In J. Doe & A. Smith (Eds.), Objects of implementation of Article 12 of the Conference on the Rights of Persons with Disabilities (CRPD) (p. 424). Academic Press. Prawesti, A., Anuraga, B., & Nugraha, R. (2020). Studying programs for youngsters with particular needs. Proceedings of the ICECRS. https://doi.org/10.21070/icecrs2020449 Watkins, L., Ledbetter-Cho, K., O’Reilly, M., Barnard-Brak, L., & Garcia-Grau, P. (2019). Interventions for faculty students with Autism in inclusive settings: A simplest-proof synthesis and meta-diagnosis. Psychological Bulletin, 145, 490-507. https://doi.org/10.1037/bu10000190 Wong, M. E. , Low, J. M., & Appelhans, P. (2017). Working out CRPD implementation in Singapore. Making Incapacity Rights Loyal in Southeast Asia, 143-166. Wong, M. E. (2021). United International locations Conference on the Rights of Persons with Disabilities in Singapore: Brooding about some post-ratification implications. In J. Doe & A. Smith (Eds.), Particular needs in Singapore: Trends and components, 11-30. Academic Press. SCHOOL OF HUMANITIES & SOCIAL SCIENCES (HSS) IMPORTANT NOTICE FOR ALL STUDENTS TAKING HSS CET SUBJECTS ATTENDANCE 1. You would possibly well per chance be required to support all lectures and tutorial classes for all subjects within the program, starting from Week 1 of the semester unless in every other case suggested. 2. Contributors maintain to construct on the least 50% attendance rate. Clinical plod away (MC) and Run away of Absence (LOA) shall be regarded as segment of the 50% attendance. Whenever you happen to be absent for a class assessment, you’ll seemingly be able to need to post a scientific certificate or authorized LOA for re-assessment. Consult with: 3. Contributors are reminded that the attendance-taking mode for study room-facilitated and synchronous e-studying classes shall be e-attendance taking by device of SingPass. For asynchronous e-studying classes, lecturers will require people to complete prescribed actions to be marked as fresh for the session. 4. For describe maintaining for all synchronous online classes (conducted by device of MS Groups), lecturers can maintain the discretion to describe your total lesson. Contributors might well additionally be assured that simplest authorized workers has bring collectively admission to to the movies. ONLINE LESSONS 1. Contributors are told to peek the next ground tips when attending synchronous online classes conducted by device of Microsoft Groups: Swap off your mic when no longer talking. Be a half of the class 10 minutes ahead of the launch of the lesson for attendance taking. You would possibly well even be asked to swap to your web cams all the device by device of your total lesson or for parts of the lesson. Use the “lift hand” feature whilst you’ve got any questions all the device by device of the obtain lesson. Post your questions within the meeting chat all the device by device of the obtain lesson as an different of interrupting your lecturer. Please carry out no longer post irrelevant chats. ASSESSMENTS & PRESENTATIONS 1. Please be physically fresh all the device by device of prescribed class test and project presentations. Whenever you happen to’re sick and are unable to be fresh for the session, you are required to construct an MC with the doctor certifying the date / length which you are unfit to take a seat for the test. 2. Reports and assignments need to be carried out and submitted online by the acknowledged dates and timings. ACADEMIC OFFENCES 1. Academic offences (e.g. cheating in tests and coursework and/or plagiarism) entice serious penalties. 2. The disciplinary action to be taken for faculty students caught for plagiarism will rely on severity, and differ from failing the affected teach of the topic to pushing apart from direction. If your work has been copied by yet another student with or with out your data, you are also liable to receive the identical penalty as the student who has copied your work. You would possibly well per chance be subsequently strongly told no longer to circulation your work to anyone. If caught, that you just might no longer claim lack of awareness. Extra data on plagiarism might well additionally be learned within the TP Plagiarism Policy (Logon to Paunchy-time Student Portal – Useful Files Principles & Rules – Plagiarism Policy). 3. The next penalties put collectively to people learned to maintain dedicated tutorial offences: 1st offence: If teach is
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