Goals imbedded into activities

The goals of the focus child should be worked into daily routines and activities.  Learning opportunities should be set up in the classroom.  The most meaningful activities will originate during the natural play process.  These activities should be planned for by the teacher for specific learning objectives.

Daily routines, activities, and the environment should be set up with a child's goals in mind.  For instance, a teacher may choose to use a picture schedule as part of the morning routine to help a child sequence the day.  Individual, small group, and large group activities can be planned specifically for children's needs.  The schedule or environment may need to be adapted.  A child who is overwhelmed may need the lights dimmed to help keep him calm.  The teacher should set aside a quiet area away from other activities for children to visit if needed. 

Learning centers can be set up or adapted to help reach certain goals.  Materials may be chosen based on the children's interests and learning needs. If a child needs practice using fine motor skills, playdough and tools could be set up at the tables.  Children could practice pouring at the water table.  "Embedded learning opportunities, or those activities that originate out of natural play behavior, are very appropriate" (Cook, Klein, Tessier, 2008, p. 129). 

The teacher should be aware of the child's goals during the planning process.  The teacher can choose activities and learning opportunities based on the child's needs.  The teacher can modify plans after evaluating the child's interests and success rates. 

Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs.

The importance of the collection of progress on IEP goals

It is important to document a child's progress toward his IEP goals.  Special education teachers and therapists keep notes and record progress during each session.  This allows them to determine if adjustments need to be made to teaching methods, changes need to be made to the goals and/or objectives, and to analyze a child's progress.

Professionals may need to adjust their teaching plans as they get to know the child.  They may learn a child's preferred learning styles.  The teachers can then adapt the curriculum to fit the child's method of learning.  Professionals will also learn about a child's interests and personality and can use this knowledge to improve interest in lessons. 

The objectives may need to be simplified if they are too difficult.  Some objectives may need to be added or deleted.  It may also be determined that a child needs more or less time to complete the tasks.  Professionals should make sure that the child is able to be successful when attempting tasks (Cook, Klein, Tessier, 2008). 

A collection of progress documentation allows professionals and parents to analyze a child's progress.  They can track progress and determine new needs and strengths.  Professionals are also able to reflect on lessons to determine if they were successful.  This documentation can be used during transitions to acquaint new teachers and therapists to past services and the child's progress and current levels.

It is important for professionals to take notes and monitor progress during each session with the child.  This documentation can verify that services are being implemented as intended.  This information can be used to update objectives and goals and track a child's progress.

Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs.

Importance of IEP

The development of the IEP is important to create goals and administer services.  The meeting to develop the IEP is attended by the child's parents and professionals.  This allows each party to discuss concerns, observations, background information, and goals.

The team will develop measureable goals based on  the child's strengths and level of performance.   Specialists use a variety of assessment procedures to evaluate the child.  Parents should serve as the child's advocate during the process (Cook, Klein, Tessier, 2008).  Parents are asked to identify their priorities in regard to skills, behaviors, and needed services.  "The annual goals included in the IEP describe what a child with disabilities can be expected to accomplish with a specified period" (Cook, Klein, Tessier, 2008, p. 129). 

The IEP will also determine specific services for the child and family.  Services may include supplementary aids, time spent with specialists, and resources from other agencies.  According to Cook, Klein, Tessier (2008), The IEP will list "the projected dates for initiation of services and the anticipated frequency, location, and duration of services." (p.129).

The IEP will tell when goals and objectives should be reviewed.  The plan can be modified if needed.  Parents and teachers can request to review the plan at any time.  The review process gives everybody involved a chance to update or change information and goals as needed.  Sometimes goals may need to be added or taken off the IEP. 

Cook, Ruth E., Klein, Diane & Tessier, Annette (2008).  Adapting Early Childhood Curriculua for Children with Special Needs.

Family involvement

Family involvement is so important when developing an individualized plan for a child.  Professionals should view family members as an integral part of the team.  Family members can provide valuable information about the child, communicate unique needs of the family, and offer opinions about goals for the child. 

Family members have spent the most time with the child.  They are able to give an accurate view of the child’s strengths and needs at home.  They can provide background information about the child and family.  They are also able to provide information about the child’s personality and learning style.  They are able to provide insight into activities or ideas that have worked or not worked in the past.  Family members can inform professionals about medical information provided by the child’s pediatrician and specialists. 

Family members are also able to communicate unique needs of the family.  According to Cook, Klein, Tessier (2008), “The needs of the child and of the parents or siblings are viewed within the context of the entire family as it functions within the larger societal/ ecological system” (p. 44).   Family members deal with having a child with special needs in different ways. Professionals can base services on specific needs of each family when these needs are communicated.  Some families may be worried about finances and worry about being able to work while others may be more concerned with learning about physical therapy resources.  Each family and situation is unique. 

Parent opinions need to be valued when creating an individualized plan for the child.  Family members should feel as if they are part of a team.  Professionals should work to develop a positive relationship with family members.  They can then communicate and model appropriate techniques for teaching skills and behavior management.  Parents can also offer methods that they have used.  Parents will be more likely to be involved throughout the process if they feel valued. 

Family involvement is crucial to developing an accurate view of the child.  The needs of the child will be best served when family members and professionals work together.  Professionals should encourage family involvement throughout the process of creating and implementing an individualized plan for the child.

Reference:

Cook, Ruth E., Klein M. Diane, & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs (7th Edition). Columbus, OH: Pearson Prentice Hall.