GPS2301 Assignment 2026

Subject Leader

Ms Fionna Thong

HSS, East Wing, Level 8 (EW-1A-08-42) fionna thone@tp.edu.sg

Tutors

Mr Vikneswaran Krishnan Murthi (NI)

HSS, East Wing, Level 8 (EW-1A-08-42)

Vikneswaran KRISHNAN MURTHl@tp.edu.se

Ms Eulisia Er (N2)

HSS, East Wing, Level 8 (EW-1A-08-42) eulisia er@tp.edu-sg

Ms Yvette Tan (N3)

HSS, East Wing, Level 8 (EW-1A-08-42) wette tan@tp.edu.sg

Course Duration: 21 October 2025 – 20 February 2026

Class Times: Wednesday, 7pm – 10pm

Venues:

Face-to-Face (F2F) Lessons Location: OlA-04-90 (NI); 26B-02-42 (N2); OlA-05-07 (N3) Home-Based Learning (HBL): MS Teams

Synopsis

This subject explores various interventions and strategies used in the education of individuals with special needs. It examines the theoretical foundations, practical applications, and effectiveness of interventions aimed at supporting individuals with diverse learning needs. The subject covers a range of disabilities and conditions, including, but not limited to, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, intellectual disabilities, and physical disabilities. Coverage includes evidence-based practices, Individualised Education Plans (IEPs), inclusive education principles, and assistive technologies to enhance learning outcomes for individuals with special needs.

Subject Goals & Overview

This subject aims to equip students with the knowledge and skills to:

describe the guidelines to protect the rights for persons with disabilities
apply interventions and strategies for supporting individuals with various special needs
develop an Individualised Education Plan (IEP) based on assessment data POLYTECHNIC

Timetable

Sessio n	Date	Topics	Remarks
1	22 October	Ethical Guidelines		MS Teams
2	29 October	Learning Patterns in Individuals with Special Needs		OlA-04-90 (NI) 268-0242 (N2) OlA-05-07 (N3)
3	5 November	Issues and Considerations for Children and Adults with Special Needs		MS Teams
4	12 November	Individualized Educational Planning (IEP)		MS Teams
5	19 November	Stakeholders in IEP		MS Teams
6	26 November	Identifying the Present Level of Functioning		MS Teams
7	3 December	Goal Setting in IEP		MS Teams
8	10 December	Consultation: Study Application	Submission of Case Study Application Part 1 (14 Dec, 11.59pm) –	MS Teams
9	17 December	Developmentally Appropriate Practices (DAP)		MS Teams
Term Break
10	7 January	Interventions for Individuals with Sensory and Physical Disabilities		MS Teams
11	14 January	Interventions for Individuals with Intellectual Disabilities, Autism Spectrum Disorder and ADHD		MS Teams
	21 January	Application of Intervention and Strategies	Quiz – 15%	OlA-04-90 (NI) 268-0242 (N2) OlA-05-07 (N3)
13	28 January	Evaluation of IEP		MS Teams
14	4 February	Consultation: Individual Assignment	Submission of Case Study Application Part 2 (8 Feb, 11.59pm) –	MS Teams
	11 February	Individual Presentation	Individual Presentation of Case Study – 15%	MS Teams
16	20 February	Individual Presentation	Individual Presentation of Case Study – 15%	MS Teams (Friday class, makeup for CNY)

Lecture & Tutorial Attendance

You are expected to attend all lessons (whether face-to-face or online). Attendance for lessons is mandatory and attendance will be taken. Failure to achieve at least a 50% attendance rate for each month will result in your being ineligible for the training allowance (if any). Please refer to your CET Student handbook for detailed guidelines on attendance. Note that valid reasons such as medical leave are not considered as present in the attendance system.

Course Readings

While there are no required textbooks for this subject, the subject team has prepared a reading of books and journal articles that students can easily obtain from Temasek Polytechnic’s library resources or from free online resources. For better understanding of the topics and as a resource for their projects and assignment, students are advised to read the recommended materials and not depend solely on the content covered on lecture slides or seminar discussions. Please refer to Appendix A for the reading list.

Class Policies

Communication: The main communication channels in which we will disseminate information are through PoliteMall and our MS Teams channel. It is your responsibility to ensure that you check these platforms regularly for any updates with regards to this subiect.
Lesson Materials: The lesson materials will be uploaded to PoliteMall.
Lesson Etiquette: A conducive learning environment is fostered when we engage with the lesson by participating in discussions, ask questions, and respect others’ eagerness to learn. Please act in accordance with the golden rule of not disrupting the lessons for other people who might be interested in learning.
Please adhere to the submission instructions for the assignment submissions. You are strongly encouraged to submit before the deadlines. The instructions will be listed in the assignment handouts. Unless otherwise specified, only submission via the official channel will be accepted. Submission via channels other than the official channel may result in up to 10% deduction in marks. It is your responsibility to ensure that your work is submitted onto PoliteMall and that vou have received confirmation from the channel for each submission. Any failure or suspected failure must be made known to vour lecturer for immediate action.

IEP _Intervention Plan Full Sample.docx

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Assessment Components

1. Case Study Application (Part 1) – 30%

Deadline: 14 December 2025 (Sunday), 11.59pm

Objectives

➢ Students to be able to assess the needs of a child and set IEP goals

Use APA citation style for references (if any).

❖ Include the “Declaration of Originality” and a reference list (if any).

A submission link under “Assignments” will be made available on PoliteMall. Please submit via the link.

❖ Please name your file in the following format: (Your Name_ Class Group No._Tutor) For example: TanAhKow _N1_Elsie

Scope

You are Emma’s teacher. Based on the below profile, identify her difficulties in communication, social, emotional, OR behavioral issues. You will also need to identify her present level of performance for the chosen difficulty and set short-term and long-term Individualized Educational Plan (IEP) goals for her.

You are required to submit the following:

1. Task Analysis Template (15 marks)

Indicate the main task of the intervention plan.
○ Based on the main task of the intervention plan, break down the main task into smaller tasks that will help you with the planning of the intervention timeframe (i.e., which smaller task will be implemented at which week/month).

2. Intervention Plan (Part 1) Template (15 marks)

Indicate the task of focus (i.e., the chosen difficulty) in the intervention plan.
○ Describe her current level of performance in relation to the chosen difficulty. Describe what are some areas of improvements the IEP team and/or subsequent intervention plans could address.
○ Plan short-term and long-term goals for the focus task.

Case Study

Emma is a 15-year-old student in Secondary 3 at a mainstream secondary school. She lives with her mother and grandmother. Her father works overseas and visits only occasionally. Emma is generally quiet in class and prefers working independently. While she performs well in subjects like English and Art, her teachers have raised concerns about her communication and emotional regulation in classroom and social settings.

In lessons, Emma rarely volunteers to speak up or participate in discussions. When called upon, she gives short answers and often looks down rather than making eye contact. Her teachers describe her as polite but “hard to read,” as she seldom expresses her opinions or emotions openly. In group projects, Emma tends to let others take the lead and contributes only when directly asked. Some classmates have interpreted her silence as disinterest or aloofness, which has affected her ability to form close peer relationships.

Outside of class, Emma spends most of her time in the library or the art room, where she sketches quietly. She has one close friend from a different class but finds it difficult to maintain larger social circles. Recently, her form teacher noticed that Emma becomes visibly anxious during oral presentations — she fidgets with her hands, avoids looking at the audience, and speaks very softly. After one presentation, she was observed tearing up after receiving constructive feedback from the teacher.

Emotionally, Emma appears to internalize stress. During high-pressure situations (e.g., tests, performance tasks), she tends to become withdrawn and overly self-critical. Her school counsellor shared that Emma often worries about “saying the wrong thing” or “disappointing others. ” These thoughts sometimes prevent her from seeking clarification from teachers or peers even when she needs help.

Despite these challenges, Emma has notable strengths. She is a creative and reflective student who expresses herself powerfully through writing and art. Her artwork often depicts emotions she finds hard to express verbally. Teachers have noted that she shows persistence when engaged in personal projects and responds positively to one-on-one encouragement.

Rubrics (30%)

Criteria

Poor

Fair

Average

Good

Outstanding

Marks

1. Task Analysis

0-3

No main task indicated in the task analysis

Limited break down of the main task into smaller tasks

All the smaller tasks are not in sequence

No appropriate scaffolding reflected in the smaller tasks

4-6

Main task not clearly indicated in the task analysis

Inadequate break down of the main task into smaller tasks

All the smaller tasks are not in sequence

Lack of appropriate scaffolding reflected in the smaller tasks

7-9

Main task somewhat clearly indicated in the task analysis

Adequate break down of the main task into smaller tasks

Some of the smaller tasks are in sequence

Adequate and appropriate scaffolding reflected in the smaller tasks

10-12

Main task indicated in the task analysis

Clear break down of the main task into smaller tasks

All the smaller tasks are in sequence

Some appropriate scaffolding reflected in the smaller tasks

13-15

Main task clearly indicated in the task analysis

Very clear break down of the main task into smaller tasks

All the smaller tasks are in sequence

Clear and appropriate scaffolding reflected in the smaller tasks

/15

2. Present Level of Performance

0-1

Inaccurate or highly limited description of the child’s behaviour

Lacks relevance to functional functioning

Missing or unclear understanding of the child’s developmental expectations

Provides minimal description about the child’s behaviour

Descriptions are overly negative or positive, trouble with peers, for example

May reflect misunderstanding of typical developmental expectations

Gives a basic or general description of behaviour, without much detail

Focuses more on difficulties without balanced perspective

Limited reference to setting/context where behaviours occur

Gives mostly accurate descriptions of behaviours and traits

Addresses both strengths and difficulties though one may be more prominent

Reflects general awareness of situational/contextual influences

Clearly describes both strengths and difficulties using concrete, observable behaviours and traits

Provides clear examples of strengths and difficulties in contexts that matter (e.g., during play, routines, transitions)

Provides context (settings, situations) showing behaviour across environments

3. Areas of Improvement

0-1

Needs are not identified, or vaguely unclear.

No connection to present functioning.

May include inaccurate assumptions of typical development.

Identifies needs with limited clarity or justification.

Lacks alignment with strengths or needs identified in the previous section.

Needs may be misidentified or too broad, hindering planning.

Lists appropriate areas for improvement but offers limited justification or prioritisation.

Areas may be too broad or lack clear focus on “how” to support needs.

Some links to current developmental needs are implied but not explicit.

Identifies relevant areas for improvement with brief justification.

Prioritises appropriately in relation to behaviours described.

Needs are clearly articulated and long term support needs are considered.

Clearly prioritises specific developmental and impulse control needs.

Strong rationale linking challenges to daily functioning and emotional outcomes.

Shows understanding of how needs link to current development and peer interactions.

4. Goal Setting

0-1

Goals are irrelevant, or unrealistic or completely unmeasurable.

No observable or measurable outcomes.

Disconnected from the child’s identified needs.

Goals are overly general or unrealistic, with limited consideration to child’s needs and developmental stage.

Little clarity in how progress will be tracked or evaluated.

Goals are present but may be vague or too general to be measurable.

Some goals may lack clear timelines or measurable outcomes.

General alignment with identified needs but lacks precision.

Goals are mostly SMART; may lack some specificity but are generally achievable.

Goals reflect the child’s support needs with suitable clarity.

Shows thoughtfulness in scaffolding goals (e.g., short-term and long-term).

Develops SMART goals; specific, measurable, achievable, relevant and time-bound.

Goals are developmentally appropriate and directly aligned with identified needs.

Each goal demonstrates clear progression and range of skill acquisition.

/30

2. Case Study Application (Part 2) – 45%

Deadlines

Submission: 8 Feb 2026 (By 11:59PM) Presentation: 11 or 20 February 2026

Objectives

Students to know and apply evidence-based intervention approaches to cater to the needs of children with special needs.

➢ Students to be able to display innovation and creativity, along with sound intervention basis, in designing and applying effective interventions.

➢ Based on the same case study in Part 1, you are required to develop an intervention strategy that will help her adapt and cope better in school. The intervention should address the chosen difficulty in communication, social, emotional, OR behavioral issues (Refer to your submission in Part 1).

You are required to submit the following:

Intervention Plan Template (15 marks)
- Description of the intervention plan.
- Detailed planning of the timeframe of how the intervention will be implemented
Intervention Creation (15 marks)
- Create ONE intervention resource kit (insert as Appendix) that will be used in the intervention.
- Kit may include any of the below: o Communication board/book o Visuals o Rewards chart o Noise and behaviour scale
Presentation (15 marks)
- 10 minutes presentation
- Slide deck should include the following:
- Explain why the selected area of difficulty is important. o Explain how the plan addresses the child’s difficulties. o Explain how the intervention should be implemented.

Submission Guidelines

Use APA citation style for references (if any).

Include the “Declaration of Originality” and a reference list (if applicable).

A submission link under “Assignments” will be made available on PoliteMall. Please submit via the link.

Please name your file in the following format: (Full Name_ Class Group No._Tutor)

For example: TanAhKow_N1_Elsie

Rubrics (45%)

Criteria

Poor

Fair

Average

Good

Outstanding

Marks

1. Intervention plan

0-3

Poor choice of intervention

Poor explanation of intervention plan

Intervention plan does not address the child’s difficulties

4-6

Inadequate choice of intervention

Inadequate explanation of intervention plan

Intervention plan inadequately addresses the child’s difficulties

7-9

Appropriate choice of intervention

Somewhat clear explanation of intervention plan

Intervention plan somewhat adequately addresses the child’s difficulties

10-12

Good choice of intervention

Clear explanation of intervention plan

Intervention plan adequately addresses the child’s difficulties

13-15

Excellent choice of intervention

Very clear explanation of intervention plan directly addresses the child’s difficulties

/15

2. Intervention creation

0-3

Poor design of the resource – messy, wordy, not attractive

Intervention lacks creativity

Resource is not aligned to the intervention plan and task analysis

4-6

Fair design of the resource – messy, wordy, not attractive

Intervention somewhat lacks creativity

Resource is somewhat aligned to the intervention plan and task analysis

7-9

Average design of the resource – messy, wordy, not attractive

Intervention is adequately creative

Resource adequately aligns to the intervention plan and task analysis

10-12

Good design of the resource – neat, tidy, not messy, wordy

Intervention is creative

Resource is aligned to the intervention plan and task analysis

13-15

Excellent design of the resource – neat, tidy, not messy, wordy, attractive

Intervention portrays excellent creativity

Resource is completely appropriate and directly aligned to the intervention plan and task analysis

/15

3. Presentation

0-3

No clear purpose behind the creation of the kit

4-6

Lack clear purpose behind the creation of the kit

7-9

Somewhat clear in purpose behind the creation of the kit

10-12

Clear purpose behind the creation of the kit

13-15

Very clear purpose behind the creation of the kit

/15

Total

Poor explanation of this area of difficulty

Poor explanation of how the kit should be implemented

Inadequate explanation of this area of difficulty

Inadequate explanation of how the kit should be implemented

Adequate explanation of this area of difficulty

Adequate explanation of how the kit should be implemented

Clear explanation of the child’s area of difficulty

Clear explanation of how the kit should be implemented

Very clear explanation of the child’s area of difficulty

Very clear explanation of how the kit should be implemented

/45

3. Online Quiz – 15%

Date: Wednesday, 21 January 2026 (FTF)

The 45-minute open-book quiz consists of 30 multiple-choice questions (MCQs) covering key topics from the course. You are allowed to refer to your course materials during the quiz. Each question will have four options, with only one correct answer. You must answer all questions within the given time frame. While books and notes are permitted, collaboration with classmates is strictly prohibited. The quiz is designed to assess understanding of concepts and the ability to apply knowledge.

4. Participation Points – 10%

Your class participation grade is determined by your presence and punctuality in lessons, active participation in group activities and class discussions, and display of a positive attitude towards fellow participants and the instructor.

Excellent (9-10)

ood (7-8)

verage (5-6)

Fair (3-4)

Poor (1-2)

ttendan e, class

ngagem nt

‘ ubmissi n of ssignm nts

Full attendance nd active

presence; onsistently ttentive, respectful, and ngaged in activities.

Proactively ontributes with insightful ideas nd relevant uestions. All ssignments subm itted on time or arly with high ffort, depth, and onsistent improvement.

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 but present.

Participates only hen called on; ontributions are basic or brief.

Some assignments submi ed late or with minimal effort; uality and onsistency vary.

Frequent bsences or late rrivals; attention nd ngagement inco nsistent.

Rarely participate and shows limited preparation.

ssignments ofte n late, rushed, or Incomplete with minimal effort.

hronic bsenteeism or isengagement; istracted or isruptive in class.

Does not participate mea ningfully.

ssignments missing, plagiarised, r not submitted, howing little to no ffort.

Note:

All written assignments have to adhere to the APA format.

Please attach the “Declaration of Originality” to all assignments during submission.

Appendix A: Reading List

Aboagye, E. (2019). Psychological perspectives and intervention strategies for educating children with emotional and behaviour difficulties. The International Journal of Humanities & Social Studies. https://doi.org/10.24940/theiihss/2019/v7/i1/140939-3382

Amran, H. , & Majid, R. (2019). Learning strategies for twice-exceptional students. International Journal of Special Education, 33, 954-976.

Hampton, L. , & Chow, J. (2021). Deeply tailoring adaptive interventions: enhancing knowledge generation of SMARTs in Special Education. Remedial and Special Education, 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). Comparison of accommodations and interventions for youth with ADHD: A randomized controlled trial. Journal of School Psychology, 80, 15-36. https://doi.org/10.1016/i.isp.2020.05.001

Kuntz, E. , & Carter, E. (2019). Review of interventions supporting secondary students with intellectual disability in General Education classes. Research and Practice for Persons with Severe Disabilities, 44, 103 – 121. https://doi.org/10.1177/1540796919847483

Peng, A. S. K. (2024). Implementation of Article 12 of the UN Convention on the Rights of Persons with Disabilities in Singapore. In J. Doe & A. Smith (Eds.), Models of implementation of Article 12 of the Convention on the Rights of Persons with Disabilities (CRPD) (p. 424). Academic Press.

Prawesti, A., Anuraga, B., & Nugraha, R. (2020). Learning strategies for children with special 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 students with Autism in inclusive settings: A best-evidence synthesis and meta-analysis. Psychological Bulletin, 145, 490-507. https://doi.org/10.1037/bu10000190

Wong, M. E. , Low, J. M., & Appelhans, P. (2017). Understanding CRPD implementation in Singapore. Making Disability Rights Real in Southeast Asia, 143-166.

Wong, M. E. (2021). United Nations Convention on the Rights of Persons with Disabilities in Singapore: Considering some post-ratification implications. In J. Doe & A. Smith (Eds.), Special needs in Singapore: Trends and issues, 11-30. Academic Press.

SCHOOL OF HUMANITIES & SOCIAL SCIENCES (HSS) IMPORTANT NOTICE FOR ALL STUDENTS TAKING HSS CET SUBJECTS
ATTENDANCE
1.	You are required to attend all lectures and tutorial sessions for all subjects in the program, starting from Week 1 of the semester unless otherwise instructed.
2.	Participants have to achieve at least 50% attendance rate. Medical leave (MC) and Leave of Absence (LOA) will be considered part of the 50% attendance. Should you be absent for a class assessment, you will need to submit a medical certificate or approved LOA for re-assessment. Refer to:
3.	Participants are reminded that the attendance-taking mode for classroom-facilitated and synchronous e-learning sessions will be e-attendance taking via SingPass. For asynchronous e-learning sessions, lecturers will require participants to complete prescribed activities to be marked as present for the session.
4.	For record keeping for all synchronous online lessons (conducted via MS Teams), lecturers will have the discretion to record the entire lesson. Participants can be assured that only authorised staff has access to the videos.
ONLINE LESSONS
1.	Participants are advised to observe the following ground rules when attending synchronous online lessons conducted via Microsoft Teams: Switch off your mic when not speaking. Join the class 10 minutes prior to the start of the lesson for attendance taking. You may be asked to switch on your web cams during the entire lesson or for parts of the lesson. Use the “raise hand” function if you have any questions during the online lesson. Post your questions in the meeting chat during the online lesson instead of interrupting your lecturer. Please do not post irrelevant chats.
ASSESSMENTS & PRESENTATIONS
1.	Please be physically present during prescribed class test and project presentations. If you are unwell and are unable to be present for the session, you are required to produce an MC with the doctor certifying the date / period which you are unfit to sit for the test.
2.	Reports and assignments must be completed and submitted online by the stated dates and timings.
ACADEMIC OFFENCES
1.	Academic offences (e.g. cheating in tests and coursework and/or plagiarism) attract serious penalties.
2.	The disciplinary action to be taken for students caught for plagiarism will depend on severity, and range from failing the affected component of the subject to removal from course. If your work has been copied by another student with or without your knowledge, you are also liable to receive the same penalty as the student who has copied your work. You are therefore strongly advised not to pass your work to anyone. If caught, you cannot claim ignorance. More information on plagiarism can be found in the TP Plagiarism Policy (Logon to Full-time Student Portal – Useful Information Rules & Regulations – Plagiarism Policy).
3.	The following penalties apply to participants found to have committed academic offences: 1^stoffence: If component is <30%, fail component. If component is 30%, fail subject 2^ndoffence: Fail all subjects and suspension in the next semester 3^rdoffence: Dismissal
COMMUNICATION
1.	HSS will communicate with you via TP’s Learning Management System (i.e.,POLlTEMall), Microsoft Teams Channel or your email account registered with TP. You are advised to check these channels regularly.

2.	Lecturers will be using Microsoft Teams to engage participants in learning. Participants are advised to prepare familiarize themselves with the Teams platform.
3.	You are to ensure that you keep the School updated of all your contact numbers, in case the tutor needs to contact you urgently regarding subject related matters. You can do that online via STEP.
4.	For other information or enquiries, you may visit HSS website http://vwvw.tp.edu.sg/hss or call HSS Hotline 6780 6565 or email hsshotline@tp.edu.sg.
DISEASE EPIDEMICS & OTHER EMERGENCIES
1.	If you are required to stay away from campus, you are to check the TP website and your email account for announcements on how teaching / learning will be conducted during the affected period.
COPYRIGHT ISSUES
1.	Copyright is a form of protection that the law provides to the authors of original creations against unlawful copying, whether the work is in writing, drawing, music or art forms or even as sound recordings and film. It is ILLEGAL to violate any of the rights provided by the law to the owner of a copyright. Temasek Polytechnic respects the ownership of intellectual material governed by copyright laws. All TP students are expected to know and comply with the copyright laws that affect them. Here is a list of Do’s & Don’ts:
2.	What you CAN do: 1) Make reasonable copies of a work’s i.e. 10% of the total number of pages in a physical edition of the work; 2) Make no more than 10% of the total number of bytes in an electronic edition of the work; or 3) Make copies of not more than 1 chapter of the work (even if 1 chapter is more than IQEof the number of pages or bytes).
3.	What you must do: 1) Photocopy an entire book/work; 2) Copy more than of the total number of pages or more than one chapter unless new copies are unavailable within a reasonable time at an ordinary price; 3) Copy more than one article from a given periodical, unless they relate to the same subject matter.
4.	If you are in doubt, please feel free to consult your lecturers for clarification. Please do not ASSUME what you are copying is legal. Violation of copyright is a serious offence. For more information, refer to: ht-t inos_ eov_se/docs/defal ‘It-source/resol /convrieht-act-factsheet_odf

The above information is accurate at the time of printing. HSS reserves the right to change the content or any other information without prior notice.

GPS2301 ASSIGNMENT TASK ANALYSIS

Domain	Semestrial Goals		Task Analysis
COMMUNICATION	Emma needs to verbally communicate with her teachers and peers. Emma needs to be able to participate in classroom discussions. Emma needs to be able to express her ideas verbally with eye contact.	      	Emma needs to be able to practice and rehearse short verbal responses. Emma needs to be able to use short sentences to answer her teacher or peers. Emma needs to be able to create conversations without prompts. Emma needs to able to participate in peer sharing discussions with teacher provided prompts at least once per lesson. Emma needs to be able to give one verbal contribution during small group discussions at least once per lesson without prompts. Emma needs to be able to participate in a presentation at least once without prompts. Emma needs to be able to maintain eye contact for 20 to 30 seconds during interactions with teachers or peers.
			Emma needs to be able to maintain eye contact for 20 to 30 seconds during interactions with a group.
			Emma needs to be able to maintain eye contact for 20 to 30 seconds during interactions with the whole class.

INTERVENTION PLAN (PART 1)

Present Levels of Functioning / Performance

Areas That Require Help / Support

Goals

(Short-Term: 6 months, Long-Term: 1 year)

COMMUNICATION

Emma shows strong abilities in written expressions and art.

She struggled significantly with verbal communication in class.

She rarely volunteers to speak and tends to give short and soft answers even when addressed.

She avoids making eye contact and hesitate before responding and also appears anxious during verbal communication.

These behaviours make her seem withdrawn or uninterested to others.

Her communication style limits her ability to participate actively in discussions or in asking questions.

During oral presentations she speaks quietly and rushes through her presentation and also appeared visibly distressed.

Emma’s counsellor shared that Emma fears being judged or making mistakes which prevents her from verbally communicating with others.

To improve verbal communication

Emma needs support in developing the confidence to speak in low pressured situations.

She will benefit from guided opportunities to practice speaking in pairs (buddy system), small groups and even discussions which are facilitated by educators.

She also requires time to organize her verbal responses and use strategies such as sentence starters, visual prompts and rehearsals before speaking.

She also needs support to ask questions more independently when she requires clarification.

Short-Term Goals

• By the end of 1 month, Emma should be able to contribute verbally during small group discussions or group activities with prompts by her teacher when tasked.

• By the end of 3 months, Emma should be able to contribute verbally during group discussions or group activities at least twice on her own without prompts.

• By the end of 6 months, Emma should be

able to contribute during group discussion or group activities without prompt.

Long-Term Goals

• By the end of 12 months, Emma will

respond verbally to to questions during group discussions or group activities without prompts.

• By the end of 12 months, Emma will share her opinions during group discussions or group activities without prompts.

• By the end of 12 months, Emma will be able to maintain a conversation with teachers or peers using complete sentences, during group discussions or group activities.

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University	Temasek Polytechnic (TP)
Subject	GPS2301 Interventions & Strategies in Special Needs Education

GPS2301 Interventions & Strategies in Special Needs Education Assignment 2026 | TP, Singapore

GPS2301 Assignment 2026

Synopsis

Subject Goals & Overview

Timetable

Lecture & Tutorial Attendance

Course Readings

Class Policies

Struggling with GPS2301 Special Needs Education Assignment at TP?

Assessment Components

1. Case Study Application (Part 1) – 30%

Objectives

Scope

Case Study

Rubrics (30%)

2. Case Study Application (Part 2) – 45%

Deadlines

Objectives

Submission Guidelines

Rubrics (45%)

3. Online Quiz – 15%

4. Participation Points – 10%

Appendix A: Reading List

GPS2301 ASSIGNMENT TASK ANALYSIS

INTERVENTION PLAN (PART 1)

GPS2301 Interventions & Strategies in Special Needs Education Assignment Help

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