d l i h E xceptional C on Creating Good IEPs for Kids with Autism Embracing the "Individual" Focus of Individual Education Plans
What makes an IEP (Individualized Education Plan) successful for kids with autism and other special needs? By all accounts, measurable goals and a collaborative IEP team environment are two giant steps in the right direction. Still, there is more information parents should know about developing this important plan for their child. Following are key tips on how to create a successful IEP.
Know present levels of performance. To know where a child is going, the IEP team must know where the child is. Present levels of performance should be clear, measurable and written into the IEP.
Write measurable goals. “It is absolutely critical to have measurable goals,” says Jane Grimes, community development director for the Applied Behavior Center for Autism and founder and president of Hamilton County Autism Support Group. A measurable goal is one that a teacher can count or observe. Breanne Hartley, lead clinical director at the Verbal Behavior Center for Autism, agrees. “Measurable goals will ensure that a child's progress can be specif ically tracked in order to determine if the goal has been mastered or if the goal has not been mastered within the allotted time that the IEP identif ies. If the goal has been mastered, then a new goal can be put in its place to expand upon that skill area. If the goal has not been mastered, steps can be taken to determine why the goal has not been achieved, and as a result, different teaching methods can be assessed,” she says.
Make it a comprehensive plan. Hartley suggests parents help create a comprehensive IEP for their child with autism with goals that address many areas
38 INDY’S CHILD * September 2010