Goals And Objectives Creation For Special Education Students

Planning and Placement Team Meeting continued…

What are goals and objectives?

Goals and objectives are the areas that your child will work on throughout the year in the classroom, with a special education teacher, a counselor or in some other way. Hey have to be monitored and measured. Monitoring can be through completion of tasks, teacher observation, etc. The measurement can be through grades, standardized tests or mastery of a task. Each goal and subsequent objectives has a page dedicated to it. Goals can be related to academics, self-help skills, behavior, counseling, etc.

How are goals and objectives created?

  1. The team including yourself (the parent) will talk about your child’s strengths and weaknesses. Goals/objectives will reflect areas that a child needs assistance in.
  2. Any classes taken with a special education teacher will have their own set of goals/objectives.
  3. Depending on the age of your child, he or she may need transition goals from one school to the next or post-graduation
  4. Behavior goals are generally for mild behavior problems. Students with serious behavior issues generally have a behavior intervention plan made up separately from an Individualized Education Plan.
  5. Other goals may be added as necessary in terms of community participation, general education participation, self-help skills, etc.
  6. Children with Occupational, Speech or Physical Therapy needs will have goals related to these areas as well.

Who writes the goal page?

The special education teacher generally writes the goals and objectives with input from the team. Certain goals related to counseling, speech therapy, etc. would be written by the individuals providing the service.

Can a parent request certain goals/objectives?

Certainly. Most teachers will work with the parent in creating goals and objectives that both feel are appropriate and in the best interests of the child. Also, if there are goals or objectives that you feel are not needed or are inappropriate talk to the individual about it and see why it was created and discuss whether or not it is relevant.

Special Education – What Does IDEA Say About Functional Skills, and How Will It Help My Child?

Are you the parent of a child, receiving special education services,
that thinks your child may benefit from functional skill training?
Would you like to know what the Individuals with Disabilities
Education Act (IDEA) requires in relation to functional skills? Would
you like parenting tips on using IDEA requirements to help your child
receive functional skill training? This article is for you; it will
discuss IDEA requirements, and how you can use them to advocate for
functional skills training for your child.

The purpose of IDEA is to ensure that all children with disabilities
have available to them a free appropriate public education that
emphasizes special education and related services designed to meet
their unique needs and prepare them for further education, employment,
and independent living. Education is more than reading, writing, and
math; it also includes functional skills to help children with
disabilities live a full and rewarding life.

IDEA requires each child’s IEP to contain a statement of present
levels of academic achievement and functional performance. School
personnel should give you objective information (testing) each year,
about your child’s academic and functional performance. Do not accept
teacher subjective observations and grades (also subjective), to
determine if your child is making academic and functional progress.
Around Christmas time ask that testing be performed in the areas of
academics and functional skills, in January, so that these results can
be used at the annual IEP meeting. Also ask for copies of the testing
at least 14 days before the meeting, so that you will be able to be an
equal participant in the meeting.

IDEA also requires that the IEP contains a statement of measurable
annual goals, including academic and functional goals. Since you asked
for testing at Christmas time, and hopefully have received the results
before the IEP meeting, you will have some knowledge of your child’s
academic and functional needs. Write a few academic and functional
goals, and make sure they are measurable. In other words, how will you
know when your child has made the goal? Bring the list with you to
your child’s IEP meeting. Share your input on annual academic and
functional goals with the IEP team.

By understanding what the federal law IDEA states about functional
skills, you can use the information to ensure that your child is
tested in this area, and has annual goals developed for their IEP, if
needed. Functional skills will help your child become as independent
as possible as an adult, and live a more fulfilled life!

Special Education, Family, and School Budgets Discussed

One thing is for certain, if you have a special needs child, education is very important, and it is of major concern. There is lots of information online about special education; research, reports, and data, but there are also many articles online about how this is affecting school budgets too. Consider if you will the near epidemic levels of kids born with autism, and how this is affecting our schools, we are challenged with staffing, costs, and the incredible needs of each student.

It is unfortunate that in such an economically powerful nation that we are having such a difficult time rising to the occasion. It is also unfortunate that many parents and families cannot afford the extreme costs associated with a special needs child. There are kids with emotional and behavioral disorders, which need special curriculums, and there are more than enough ideas, products and experience to solve these challenges, but it all costs money.

Indeed, we are making headway with special needs students in assisting them with their learning difficulties in schools, but we need to as a society realize that how we act, and the decisions we make in this regard says a whole lot about who we are as a people, and as a nation. Although we have Federal Laws considering giving special needs students the estimated appropriate education, we also have local school district constraints, and we’ve also got the lawyers involved, costing the system, and families even more money.

Something has to give because the regular students are having their classroom budget cuts also, and there just isn’t enough money to go around anymore. This is a very serious issue, unfortunately it is an ethical one, that we are not addressing. Thus, I thought you should know, perhaps put some thinking to it. You see, I’ve been talking with parents of special kids, wrote an eBook on how to do an Autism Fundraiser, and have been in touch with parent groups – let me tell you, these are serious concerns. We are all effected.

Knowing the ABC’s of Behavior Can Benefit Your Child in Special Education

Does your child with autism or another disability have difficulty with their behavior at school? Are you trying to figure out why your child is misbehaving at school? This article will introduce you to the ABC’s of behavior. It is the first place to start, in trying to figure out why your child has behavioral difficulty.

The process for figuring out what the behavior is and what to do about it involves 6 steps:
Step 1. Determination of what the behavior is.
Step 2. Finding out what the ABC’s of behavior are.
Step 3. Conducting a appropriately performed functional behavioral assessment (FBA), to determine what function the behavior has for your child.
Step 4. Consider the use of Positive Behavioral supports.
Step 5. Use the hypothesis from the FBA to develop a positive behavior plan.
Step 6: Reviewing the positive behavioral plan to see if it is working, and change if necessary.

This article will discuss step one and step two; determining what the behavior is and finding out what the ABC’s of behavior are.

Before step three can be done, you and special education personnel must understand what the behavior is that your child is having. The behaviors need to be defined in concrete terms that are simple to measure, and should be included in your child’s individual educational plan (IEP).

For Example: Mary hits children while at recess, when she does not get her own way. Johnny makes animal sounds in class when his teacher is paying attention to other students.

The ABC’s of behavior are;
A. Stands for antecedent: Which is what is occurring in the environment before the behavior happens?
B. Stands for behavior: Specifically what the behavior is
C. Stands for Consequences of the behavior: What happens in the environment or to the child because of the behavior.

In the above examples the ABC’s for Mary and Johnny are listed below:

Mary;
A. Mary is at recess, playing with other children
B. Mary hits other children when she does not get her own way. If another child picks the game, if she wants a ball that is being used by another child etc.
C. The children usually give in to her and give her what she wants. If the teacher sees it she has to sit down for the rest of recess.

Johnny;
A. Johnny’s class is doing individual work, and Johnny’s teacher is helping another child.
B. Johnny starts making animal sounds.
C. Johnny’s teacher comes over to him

If your child is having negative behavior at school, ask special education personnel to track the behavior for several days or a week, using the ABC’s of behavior. This will help you and school personnel be prepared for the next step which is conducting a functional behavioral assessment, to determine what your child is receiving from the behavior.

Could Accommodations Or Modifications Benefit Your Child in Special Education!

Do you wonder if an accommodation could help your child with dyslexia or another learning disability? Have you heard about modifications and wonder if they could help your child with autism, learn how to read? This article will discuss accommodations and modifications for children with a disability, who receive special education services.

Accommodations for testing or for academics are defined as helping a student be able to participate, in testing or academics. The type of accommodations, depend on the child’s disability and educational needs. Below will be discussed accommodations that are available to be used, though this list is not exhaustive!

Modifications for testing or for academics are defined as, changing the test or academics, so that the child with a disability can participate in the testing or academics. Below will be discussed types of modifications that can be used.

Modifications:
1. The curriculum can be modified so that the child with a disability can participate in academics. For Example: If a child is in 2nd grade the reading curriculum may be modified to help a child learn to read that is reading below grade level.

2. The expectations can be modified if a child cannot reach the same level as the children in their class or grade.

3. Instead of regular district and state wide testing, the testing could be an alternative type of testing or reliance on a portfolio.

4. Use a different spelling list than the list that the class is using.

Accommodations:

1. Directions read aloud and repeated.

2. Large Print Version of Test

3. Point to answers on a test, give oral answers (good accommodation for children with Dysgraphia-inability to write), or tape record answers.

4. Use computer for assignments or tests. (also good for children with Dysgraphia).

5. Take test in another room 1-1. (good accommodation for a child with attention difficulties).

6. Extended time on testing and assignments.

7. Test taking over several days (good accommodation for a child with ADHD).

8. Seat student in quiet area or near a study buddy.

9. Shorten assignments and reduce homework.

10. Increase immediacy of rewards.

11. Allow student to stand at times while working.

12. Allow use of a calculator for Math.

13. Send daily/weekly progress reports home.

14. Praise compliant behavior and give immediate feedback for good behavior.