Many children with disabilties qualify for an IEP, an Individualized Education Program.
Increasingly, parents of children with disabilities are working to have their children educated in the regular education classroom. Often an IEP is seen as a tool to learning strategies needed to be educated in the larger group. While some disabilities cannot be addressed in this fashion, others may be manageable with the appropriate modifications and accommodations.
- A child’s eligibility to have an IEP is based on a psychological evaluation. In the case of children with some diagnoses (such as Attention Deficit Disorder) a doctor’s diagnosis is also required. In some situations, a child may need an evaluation by a specialist such as an audiologist (who would test hearing acuity).
- IEP stands for Individualized Education Program. It is a legally binding document which outlines the specific areas (and consequent goals) that will be addressed in the child’s education.
- IEP goals are based on the child’s current level of performance and how his disability negatively impacts his school work. Diagnosis with a disability does not automatically qualify a child for special education services.
- IEP goals are written annually, but goals may be revisited when the parents or anyone who works with the child feels it is necessary.
- Parents have input into the writing of IEP goals. The entire IEP “team” made consist of special education teacher, regular education teacher, administrator, speech and language pathologist, physical therapist, occupational therapist, audiologist, and others.
- IEP goals are broken down into objectives. Data is kept on the objectives to monitor the child’s progress toward meeting the goal.
- Progress on IEP goals is reported quarterly. They may be reported with a specific number percentage of mastery or with the designation of successfully (or not successfully) progressing to meet the goal by the annual review meeting time.
- IEP goals designate who will implement the goals and the level of proficiency needed to have “mastered” the goals. Implementors may include special or regular education staff, therapists, and parents.
- When goals are not attained, they may be carried over to the next school year.
- Other things are taught in school besides IEP goals. An IEP may include goals for learning basic addition facts. The math curriculum, however, would naturally include other math skills and concepts.
- IEP goals can address needs in the special education and regular education classrooms.
- Some students with disabilities who do not qualify for special education services may benefit for a 504 plan that will offer modifications and accommodations in the regular education classroom.
The copyright of the article IEP Goals in Special Needs Parenting is owned by Lynn Moore. Permission to republish IEP Goals must be granted by the author in writing.
