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1-Academic/Educational Achievement and Learning Characteristics: Address current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style
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This is an example of a goal and objectives that might be written for a non-verbal student who is working on using assistive technology and AAC device to develop their communication skills. • Communication: o Goal: I (can) ask and respond to simple, direct questions by: o Objectives:
- About the Authors
- Collaboration – What Does It Look Like?
- Sample IEP Goal Showing Collaboration
- Strategies
- Goal assessment and evaluation
- Our Child’s Role in the IEP
- Understanding Learning
- Visual learners like to see information. They
- Auditory learners like to hear information. They
- Kinesthetic or tactile learners like to touch or manipulate things. They
- Our Child’s Learning Style
- My child learns best when ...
- Strategies
- Goal assessment and evaluation
- Transitions
- Sample IEP Goal on Making a Transition
- Strategies
- Goal assessment and evaluation
- Adaptations in an IEP
- Modifications in an IEP
- Sample IEP Goal on Adapting a Student’s Program
- Strategies
- Goal assessment and evaluation
- Rights and Responsibilities
- When Things Go Wrong
The authors have been involved in parent education in British Columbia for over twenty years. Catherine Abraham has written extensively for parents in the areas of special education, parent support and policy development. Joyce Gram has written for parents in all areas through newsletters and websites. Both have held numerous executive and advocate...
The research is clear: students do better in school when parents are involved. In recent years, schools have made many changes to increase parental involvement and make themselves more “parent-friendly.” However, the level of collaboration needed to support our children with special learning needs goes beyond traditional parental involvement. It ...
Joe has just transferred from preschool into kindergarten at his neighbourhood school. He has been diagnosed with autism. Although his school offers all-day kindergarten, his mom feels that an all-day program would be too long for him. Joe has been gradually increasing the time he spends each day in kindergarten. He likes to play alongside other ch...
The teacher will use structured visual teaching techniques, including a visual schedule for the whole class use a high level of structured activities in those areas in which Joe is able to be most successful give him daily computer-activity learning time with a peer provide structured and supported recess activities The teaching assistant will ...
Every two weeks, using a logbook, the teacher will review with Joe’s parents his increasing time in school and his progress in dealing with anxiety. Within one month, Joe will friendships with two other students Within two months, Joe will reduce the number of incidents of anxiety, as noted in the logbook, to no more than one per day participat...
Many of us struggle with the idea of involving our child in an IEP meeting. We wonder if she will feel intimidated or overwhelmed by the discussion about her. Will she be too embarrassed to talk about herself? Will she understand what’s going on? While our children are not required to attend their IEP meeting, they are entitled to do so. Students...
We know that children learn in many ways. We also know that as they grow, they develop a preference for learning in different and unique ways. To be successful, they must also learn to adapt. For years, educators have studied learning processes and have developed a number of ways to describe how learning occurs. However, because learning is such a ...
remember visual details prefer to see what they are learning like to have paper and pens handy doodle while listening may have trouble following lectures like to write down instructions or telephone numbers visual learner may prefer a quiet location and may like to look at the person who is talking. He may do better if he sits at the front of...
enjoy oral discussion remember by talking out loud need to have things explained orally may have trouble with written instructions talk to themselves while learning something repeat a telephone number in order to remember it An auditory learner may prefer to work with a partner and will benefit from talking about the topic.
prefer activities want to actually do whatever is being talked about or learned like to move around while listening or talking often “talk” with their hands like to touch things in order to learn about them remember things by recalling who did what rather than who said what need hands-on, active learning (touch and movement) don’t require i...
Parents can find it difficult to label their child’s learning style. But that is only because we don’t think about what we know in those terms. When the topic is presented differently, we reveal the true depth of our knowledge. We have no trouble describing what we do when we want to tell our child something important. We may get down on one knee...
she can be seated at the front of the class she can watch others doing the task first instructions are kept simple or are broken down into steps she has an opportunity to discuss the task before beginning it she is in a calm, quiet space she feels she can work at her own pace and doesn’t feel pressured she has a chance to move around, rather...
The teacher will adapt reading materials to Mark’s reading level, with the assistance of the resource teacher help Mark select reading material at his reading level, including books on sports include material with a sports focus in language arts units extend time requirements for Mark to complete reading assignments, to improve his success rate...
Mark will select and read three books per week at progressive reading levels. Mark’s grades will improve overall in the next reporting period. The teacher will meet with Mark and his parents monthly to review his daily journal. This goal will be reviewed by the teacher, resource teacher and Mark’s parents within three months. Notes Because Mar...
Transition to a new environment—a new schedule, new teacher, new classroom, new school—can be difficult for any child, but children with special needs are more likely to have problems. Research clearly shows that long -term preparation is extremely important and that our involvement in the transition is key to its success. An IEP meeting is the l...
Sarah is a Grade 7 student with a developmental disability, who attends her neighbourhood school. She enjoys music and art and learns well when information is presented orally. She has lots of friends at school. Her speech can be difficult to understand, but her classmates are able to understand her. In math and language arts, Sarah is working at a...
The Grade 7 teacher will arrange additional transition visits with the secondary school resource teacher give Sarah’s parents a list of after-school sports activities at the secondary school that they may wish to attend identify two students to help Sarah with the transition. They may wish to accompany her for lunch at the secondary school on ...
Sarah will report every two weeks to the Grade 7 teacher and her parents on her positive experiences be able to find her way around the secondary school give a presentation to secondary staff within two months with her parents, meet with the secondary school resource teacher within one month and arrange for further meetings This goal will be re...
IEPs may include adaptations or modifications to accommodate a student’s particular learning needs. The Ministry of Education says that formal decisions on whether a program, or part of a program, includes adaptations or modifications do not need to be made until grade 10.1 Adaptations are changes to the strategies used to teach a student the mat...
The number of students needing modifications to their learning outcomes is much smaller than the number needing adaptations. A student whose program is modified will be working on goals different than the provincial curriculum. The Ministry of Education says that modifications should be considered for those students whose special needs are such tha...
John lives with his father. He dislikes school and is frequently absent. He prefers to play video games and enjoys playing soccer. John learns best through hands-on activities. He has a reported history of drug use and has few known friends. He attended a number of different schools before coming to this secondary school. He has been seeing a couns...
The counsellor will identify the times at school that John enjoys and the times he avoids arrange for him to attend the Learning Assistance Centre and drop his French course arrange for four weekly sessions of Academy of Reading and Math computer-assisted learning introduce John to the soccer club and the physical education teachers review Joh...
John will meet with the counsellor and his father in one month to review his attendance and revise his program based on information the counsellor has gathered on classes that John enjoys and doesn’t enjoy improve his attendance so that he misses less than three days per month participate in school sports as part of his program participate in c...
All parents have certain basic rights with respect to their children in our public school system. One of those rights is to be informed of their child’s “attendance, behaviour and progress in school, and to receive, on request, annual reports respecting general effectiveness of educational programs in the school district.” Parents are also entitled...
When something bad happens to us, we usually take the time to think before we act. When something bad happens to our children— especially our most vulnerable children—our emotions often run much higher. Instinctively, we want to protect our children, even more than we would protect ourselves. How do we reconcile our emotional turmoil when an IEP is...
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This guide explains the IEP process, which we consider to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities. The guide is designed to help teachers, parents, and others—in fact, anyone involved in the education of a child with a disability—develop and carry out ...
a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and to demonstrate learning;
The IEP describes your child’s learning strengths and needs. It also identifies specific learning goals and tracks your child’s progress towards achieving those goals. The plan also explains the special education services and teaching strategies the school will use to support your child’s learning.
People also ask
What is the purpose of an IEP?
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What is the IEP process?
What is an Individual Education Plan (IEP)?
How is an IEP determined if a child needs Special Education?
What should be included in an IEP?
• short-term objectives which will provide direction and indicators of the student’s progress toward those goals; • a description of how the student’s progress will be measured and how the student will be evaluated; and
