How Will Goals Be Embedded Into Activities?

               Our text states that “when the program includes children with special needs, an important emphasis on specific skills cannot be left to chance.”  I find this statement very true and helpful when thinking about how to embed goals into daily activities in a classroom with both typically and non-typically developing peers. 

               My case study child only has two goals which are for cognitive and attention.  The first goal states that he will identify, name, and sort objects by color, shape, and size.  This is clearly a skill that is worked on in preschool classrooms daily through play.  It has been very easy for me to go into a center with my focus student and discuss colors, shapes, and sizes.  For example my student was playing in the block center last week and he was building large structures.  I began to build with him and built smaller ones.  This provided a great opportunity for us to discuss tall and short as well as big and small.  I was able to document progress on his goal.  I got so much more out of the student instead of me pulling him to the side, away from what he wanted to do. 

            The second goal is for him to attend to both individual and teacher-directed activities for 10 minutes.  I have been able to monitor this goal just by going into the classroom and observing.  During times such as circle time which is a teacher-directed activity I note how long he attends without being distracted.  During center time I have noted how long he has stayed engaged in one center before moving on to something else.  This goal is definitely embedded into daily routine but I have also worked on helping him increase his attention.  The biggest task has been finding out way he is only able to pay attention for such brief periods of time and then how to overcome the problem.   

            I think it is very important for educators to realize the all goals must be embedded into activities in order to keep the children’s interest.  The text states that “the usefulness of any activity is determined largely by its appeal to children.”  I think this is an extremely important statement.  You cannot say a child is not making progress when it’s not that they don’t know the material, it’s that you have not made it appealing for them. 

References:

        Cook, R, Klein, M, & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Columbus, OH: Pearson.

Does the Collection of Progress Have an Importance on IEP Goals?

            Progress must be monitored on an on-going basis in order to make adjustments to a student’s individualized education program so that their needs are being met.  Often times I hear record keeping and progress monitoring referred to as a necessary evil.  It is certainly necessary and to some it may be evil because it can be very time consuming.  When it becomes too time consuming it often is not used therefore the text suggest that “the goal of designing a record-keeping systems is that it be simple, efficient, and functional.”    

            Our preschool department uses the Creative Curriculum and we also use this to document children’s progress on their IEP goals.  We write anecdotal notes to document the progress that they are making on goals and objectives. We also document progress with pictures and work samples.  Progress is also monitored by using a developmental continuum in which we rate children three times a year.  This gives parents and the IEP team a good idea of how they are progressing on each of the fifty objectives.  This also allows us to write appropriate goals.  If a child is still in the forerunner stage then this means they are not at the same level as their peers.  Therefore, we write a goal for each objective that they are still in forerunners as a way to assist them with getting up to the same level as their peers.  Once they are out of the forerunner stage and into the steps then we are able to consider that goal mastered and focus on different objectives. 

            I find that using this curriculum really helps me document and monitor progress.  It also is very helpful with writing present levels of performance, goals, and benchmarks.  To me this system is “simple, efficient, and functional.”  Each teacher must find their own system that meets those qualifications.  This will allow them to make appropriate changes and revision to their programs so that each student lives up to their potential. 

References:

        Cook, R, Klein, M, & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Columbus, OH: Pearson.

What is the importance of the Individualized Education Plan and how is it used to implement services?

            The Individuals with Disabilities Education Act (IDEA), mandates that each student with a diagnosed disability have an Individualized Education Plan (IEP).  The goal of the act is to educate students with disabilities in their least restrictive environment.  The IEP describes how the school plans to educate the student while accommodating their disability.  This often includes modifications for the teacher to implement. 

            The IEP is written and signed by at least a special education teacher, regular education teacher, Local Education Agency (LEA) representative, the student’s parent, and sometimes the student.  IEPs must be reviewed and updated annually and their eligibility for services must be reviewed every three years.  Additional assessments may be needed to determine whether a child’s current placement and services are still appropriate.  IEPs are confidential documents.  One copy is given to the parents and another copy is kept in the students file. 

            The IEP states the services that the student will receive.  It also indicates when and where these services will be given.  Annual goals are recorded, and a way to measure progress is specified.  Often times the IEP team may decide that a student needs related services in addition to their special education services.  Examples may be speech therapy, physical therapy, or occupational therapy.  The IEP states how often and where these services will be given.  Everyone must agree and sign the IEP in order for it to be a valid document.

References:

        Cook, R, Klein, M, & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Columbus, OH: Pearson.

        Learn NC. (2011, February 13). Individualized education plan. Retrieved from http://www.learnnc.org/reference/Individualized+Education+Plan

Family Involvement

           Family involvement in the individualized education plan is extremely important in order for the student to reach his or her fullest potential.  Not only is it important for a child with special needs to work on goals at home, but it is also beneficial for them to work on goals at home as well.  Therefore, parents should be involved in setting goals for their child as well as the teacher.  Often times IFSP goals do focus on family.  For example, the goal may address the mother playing more with her child or a father using better time management skills. 

           It is also important for families to be aware of what is taking place with their child’s education.  To achieve this, information should be shared with both teachers and parents prior to IEP meetings so that each member of the team has time to review, process, develop questions and reflect before the meeting takes place.  Parents should never be caught off guard by information during a meeting. 

            DEC recommended practices states that goals should be developed during the IEP/IFSP meeting and not prewritten and reviewed at the meeting.  Unfortunately I often times find that goals are prewritten because of limited time for meetings.  It is very important for families to be involved in the writing of goals.  This will help parents be more on board with working on the goals at home if they have had input in them. 

            I think most all professional recognize that family involvement is extremely important in the individualized education plan; I think the hardest part is figuring out how to get them involved and keep them involved throughout their child’s education. 

References:

Sandall, S, Mary, H, Barbara, S, & Mary, M. (2005). Dec recommended practices. Missoula, MT: Division for Early Childhood.