Individualized Education Program (IEP) Based on PLAAFP

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. Additionally, teachers must consider the need for and use of augmentative and alternative communication systems and assistive technologies that would benefit the student and when appropriate, include these in the IEP goals. When formulating IEP goals, accommodations, modifications, and differentiation must be carefully considered to meet the needs of each student.
Review the “Charley” case study below and the PLAAFP that you wrote for Charley in the previous topic 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 use 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.
Charley’s 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 Charley’s 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 Charley’s future in school. They would like for him to be in a general education classroom when he begins kindergarten.
Using the “IEP” template, create a measurable goal for each of the five areas on the IEP. These goals must be based on the data you included in the PLAAFP that you wrote for Charley in the previous topic.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
BS Early Childhood and Early Childhood Special Education [ITL/NITL]
3.6: Use data to develop a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [EI/ECSE 3.3; InTASC 6(c), 6(l), 7(b), 7(d), 7(e), 7(l), 7(o), 10(b); MC1, MC2]
4.3: Collaborate with families and other team members to use assessment data to determine eligibility and identification of students with exceptionalities, including medical conditions. [EI/ECSE 2.3; NAEYC 3c; InTASC 6(a), 6(b), 6(e), 6(h); ISTE-E 7b; MC2]
4.6: Collaborate with families and other team members to develop child-centered goals, and plan for interventions to promote positive outcomes for each child. [EI/ECSE 4.4; NAEYC 3c; InTASC 6(a), 6(b), 6(e), 6(h); ISTE-E 7b; MC2