Developing Individualized Education Programs (IEPs) and Career Development Plans (CDPs) for Students with Learning Disabilities: A Case Study

Learners with Learning disabilities often exhibited unique cognitive profiles, varied communication styles, and challenges in functional, social, and adaptive behaviors. These complexities required specialized educational interventions that extended beyond academic instruction and incorporated functional life skills, adaptive behaviors, and self-determination. Hence, the study aimed to design and assess the IEPs and CDPs for two grade school learners with learning disabilities at Colacling SPED Center, with a focus on enhancing functional life skills and ADLs. Qualitative data were analyzed using thematic analysis following the framework of Braun and Clarke (2006). This analytical approach was employed to identify patterns, meanings, and recurring themes across interview transcripts, focus group discussions, observation notes, and document analyses. Findings revealed that both students have similar diagnoses but show markedly different levels of functioning: Student 1 needs intensive support in communication, academics, and task completion, whereas Student 2 has stronger verbal skills, emerging academic competence, and greater independence, though both benefit from structured, multisensory, and motivation-driven strategies. Individualized IEPs and CDPs, supported by consistent assessment and strong stakeholder collaboration, effectively promote progress in functional skills and self-determination, with Student 1 requiring continued intensive support and Student 2 demonstrating greater readiness for higher-level tasks despite ongoing challenges with attention and consistency. The study recommends continued use of differentiated instruction, structured routines, visual supports, and motivation-driven tasks; regular monitoring and adaptation of IEPs and CDPs; enhanced collaborative practices; and preparation for gradual transitions toward independent or vocational settings. Findings contribute evidence-based strategies for supporting functional life skills, self-determination, and future readiness among learners with intellectual and speech disabilities.