When working with students with disabilities, developing challenging, measurable IEP goals is essential to meet student needs and help students progress. IEP goals must be based upon the information that is contained in the PLAAFP and inclusive of individualized developmental and academic content goals. Understanding the difference between accommodations and modifications is an essential skill. Once IEP goals have been established, it is important to identify and implement appropriate accommodations and modifications to meet the unique needs of the student across educational settings. In many cases, the use of assistive technologies can be a helpful tool in applying the selected accommodations and modifications.
Part 1: IEP Goals and Modifications, Accommodations, and AAC
Review the Charley case study below and the PLAAFP that you wrote for Charley in the Topic 4 assignment.
Case Study: Charley
Preschool, Age 4
Charley is an energetic 4-year-old preschool student with cerebral palsy. He is in his second year of preschool. His mother experienced a difficult pregnancy with him, and she had an emergency C-section due to the umbilical cord being wrapped around his neck. Charley was diagnosed with cerebral palsy at 18 months of age. He began receiving services in home at the age of 2.
Charley typically speaks in two-word sentences. He indicates his wants and needs by pointing. He gets frustrated when he is unable to communicate quickly. He prefers to do things independently. Charley was evaluated by a speech pathologist who determined he would benefit from a speech device. He began using the speech device, both at home and school, at the beginning of the school year. He is still learning to us
e it consistently. Charley tries to communicate without the speech device but will use it when asked. The parents are consistent with using the speech device at home.
Charley is in a wheelchair and has limited use of his arms. He can bunny hop on the floor. He needs some assistance with feeding and is still in diapers. He receives physical and occupational therapy twice a week. Charley demonstrates frustration when he is not able to be with the other students due to these activities.
Charley loves going to school. He interacts well with all of the students and teachers. He actively participates in all activities. He tends to shut down when the content of the lesson is too difficult for him. Charley can match objects to colors and can point to 17 of the letters of the alphabet and the numbers 1-10. He requires assistance with tasks such as cutting, gluing, etc. but he is able to use larger pencils and markers for some activities.
Charleys parents are very involved in his school. His mother volunteers in the classroom once a week, and both parents have volunteered for field trips. They are Charleys biggest cheerleaders! They help him when he needs it, but also push him to be as independent as he can. They have expressed concern about Charleys future in school. They would like for him to be in a general education classroom when he begins kindergarten.
In the Individualized Education Program (IEP) section of the IEP Template, write a measurable annual goal for each of the five areas on the IEP. These goals must be based on the data you included in the PLAAFP statement you wrote for Charley in the Topic 4 assignment.
For each of the five areas on the template, include the following: