Fact sheet: IEP objectives

Tara Rowe

Included in this fact sheet, Individualized Education Plan goals are highlighted and discussed to provide important information for families, individuals, and educators. The Individualized Education Plan was first implemented with the EAHCA act of 1975 (University of Florida, 2013). With the addition of transition goals in 1990, the IEP process has become a legal mandate for all students with a documented disability to ensure the best quality of education (University of Florida, 2013). The IEP objectives include: transition (for students ages 14 and older), accommodations needed in school setting to promote academic learning, procedural safeguards, academic, social, employment, independent living, and post-secondary education. To date, health care transition goals are not required to be included in the IEP or TIEP planning process. Although the need for health care goals is evident in the lack of participation by parents, individuals, educators, and health care professionals (Lollar, 2010, p. 80). Including health care transition goals in an IEP provides students with opportunities to apply self-determination strategies that can increase success as the student transitions into adulthood (Lollar, 2010, p. 78).

Common questions asked about IEP objectives are:

Question / Answer
How does my child qualify for services in public school? / If your child has a diagnosed disability that prevents them from learning in a regular classroom, an IEP may be requested.
What documentation is needed in order to be eligible for an IEP? / Official documentation is needed by a psychologist in order to request an IEP (a 504 would be needed from a medical doctor, the 504 plan is separate from an IEP).
What is the difference between a 504 plan and an IEP? / A 504 plan is a service plan that is required to provide services in school under the federal civil rights law. An IEP is for students requiring special education and is only available in school (an IEP does not provide services outside the school). A student cannot have both a 504 plan and an IEP at the same time.
If my child does not have a diagnosis, can he or she still be eligible for IEP services? / No, only diagnosed students may receive services once requested from a psychologist. If your child does not have a diagnosis, they may be eligible for RTI (response to intervention) strategies in the classroom.
Does having an IEP change graduation goals? / Not necessarily, if your child is on a regular diploma track, the IEP would include regular graduation goals.
How does having an IEP ensure my child is able to learn in a public school classroom? / The IEP holds school staff, community members, families, and the students responsible for ensuring the best quality of education.
Who is responsible for following the IEP goals? / The student, family members, teachers, counselors, special educators, and anyone else requested to participate in the IEP process.

Example goals:

Example Goal / Individual / Parent / Teacher / Health Care Professional
Independently take medications / Implement medication administration strategies to take medications independently / Monitor individual take medications to ensure validity, encourage child to count medications to track when medication needs reordering / Support/offer resources for student to set reminders/visuals to help take mediations when needed / Teach correct administration procedures for each medication, educate patient on environmental effects to be aware of (diet with medications, etc.), speak directly to patient during appointment whenever possible
List questions to ask during medical check up / Help create list of questions appropriate for medical appointment / Teach real-life application (practice questions, reading to peers, offer feedback) / Provide patient with opportunity to direct appointment, encourage patient to use appointment checklist (if needed) to address patient concerns
Schedule appointments / Offer supports to help individual organize and manage time to schedule appointments (transportation, insurance, etc.) / Practice time management skills while at school, organize schedule/calendar to include medical appointments, medication administration times / Call patient or ask to speak with patient during appointment scheduling/follow-ups, encourage patient to list questions for appointment

Resource List:

Brainlinekids: Brainlinekids offers IEP explanations as well as how to use IEP procedures in the classroom. This website offers specific examples of IEP goals for individuals with traumatic brain injury, including students, parents, teachers, and health care professionals.

A student’s guide to the IEP: Idonline is a wonderful resource for students to learn more about individual IEP’s and the process, including what an IEP is, and why it is important for students to participate in IEP planning.

IEP checklists for parents: Tips for parents and teachers on effective IEP planning and how to implement inclusion in the classroom. Provides an excellent resource to follow up with IEP questions or concerns parents and teachers may have regarding IEP’s.

New Hampshire Department of Education: explaining the differences between an IEP and a 504 plan, the website provides examples of what each plan includes and the purposes/qualifications for both.

References

Stein, R.E.K., Perrin, J.M., and Lezzoni, L.L. (2010). In Lollar, D. (Eds.), Health care: Access and medical support for youth and young adults with chronic health conditions and disabilities. In Launching into adulthood: An integrated response to support transition of youth with chronic health conditions and disabilities. (pp. 77-103). Baltimore, MD: Paul H. Brookes Publishing Co.

University of Florida. 2013. The history of law and children with disabilities. Pearson, Education Healthcare Transition (EdHCT): Law and policy (pp. 14-15). Boston, MA: Pearson Custom Library.