Embedding IEP goals into daily activities

My child's IEP goals are easy to embed into my class's daily activities.  One of her goals is to recognize and use the correct sign language to tell me the numbers 1-20.  She is also working on counting up to 20 objects.  These are skills we practice every day during our group time.  We count the days on our calendar.  While counting, they can see the numbers to help with recognition.  I also have pictures on the calendar, so we are actually counting objects while we count.  During this time, I also hold up number cards in random order to test their knowledge of number recognition.  As I work with this child in centers, there are many objects that she plays with that I ask her to count.  In the math center, she may play with number things and I ask her what the numbers are.

Another goal for my child is to respond appropriately with sign language to questions that she is asked.  In the past, she has given random answers to questions.  Throughout the day, we are constantly asking her questions.  If she gives an "off-the-wall" response, we repeat the question until we get one that fits the question.  This goal easily fits into our daily routines.  She is doing much better with responding correctly to questions.

Reflective Journal #4

IEP goals are set for a reason.  Continuous monitoring of these goals is necessary to guide the teaching of the student.  This is a sure way to be accountable for doing your job as a teacher.  In order to determine what successes you have had with meeting these goals, you must look at them periodically.  Monitoring the goals also makes the teacher responsible for stepping up the game and providing interventions to help these children get caught up if they are struggling with meeting their goals.

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.

Reflective Journal #3 - IEP

The IEP is very important for educators.  It list in detail the strengths and weaknesses of the child.  It also states the goals set for the child so that the educator will be accountable for doing everything possible to help the child meet these goals.  Based on the goals set for the child, services are determined accordingly.  If the child has speech/language goals, then a speech teacher may be involved.  However, the goals on the IEP must be realistic for the child.  They cannot be too advanced or too easy to accomplish.  The IEP also includes assessments done in order to qualify the child for services.  It is always helpful to have these to refer back to in order to see what areas are of interest.  IEP progress reports are important so that parents and the educators can see what has been accomplished so far.  An annual review of the IEP is a time for everyone involved to sit down and discuss the things that were successful and things that were not.  This is an opportunity to reflect on what more the child needs.

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.

Reflective Journal 2

Who knows their children better than anyone?  Parents, of course.  Without their inside knowledge of their child's abilities, writing an IEP would be virtually impossible.  The parents' insight is very valuable in writing IEPs.  The parents know their child's behaviors, skills, and abilities better than teachers who spend a few hours each day working with them.  Involving parents in writing IEPs also gives the parents a sense of empowerment.  The parents are made to feel like their opinions are important and worthwhile.  Once an IEP is agreed upon, it is important for the parents to know what goals have been set for their child.  Teachers are not the only ones who can help these children meet their goals.  Parents can take responsibility for this as well.  Many times, parents of students with disabilities feel helpless.  If we involve them and give them ideas of how to help their child at home, they begin to take a more positive interest in their child's education.  When the parents are more involved, the children are more successful.  This has always been my experience.