TEACCH supported Individualized Education Program in mentally retarded children and autistic children

Children) strategy supported IEP (Individualized Educational Program) process for 1 pre-school child with mental retardation and 2 pre-school children with autism. The old and present IEP documents, interviews with teachers, and class observations were used to collect data and evaluate the IEP goals. The TEACCH strategies including weekday routines, task organization and visual-oriented teaching materials were integrated in class management and instructions to approach children’s IEP goals. The results indicated that the percentage of children’s abilities in communication, social production, self-help and motor skills have been raised in their IEPs. Based on exploratory analyses, the use of the TEACCH strategy is effective in IEP process not only in autistic children but also in mental retarded children