How goals will be embedded into activities

DEC Recommended Practices defined Embedded as “Identifying times and activities when a child’s goals and the instructional procedures for those goals can be inserted into children’s ongoing activities, routines, and transitions in a way that relates to the context. It involves distributing opportunities to learn goals and apply instructional procedures for those goals across different activities, routines, and transitions of the day (p. 94).”  Our textbook authors said, “Embedded learning opportunities, or those activities that originate out of natural play behavior are very appropriate. For example, children can practice self-help skills in the dress-up corner, where they can learn naturally from their peers as the process of dressing and undressing occurs. In such an activity, each child’s unique needs can be accommodated. One child can be encouraged to put on colorful socks while another is attempting to button a shirt and a third is tying shoes. All through the activity, children have the opportunity to socially interact. This is even more likely if the teacher has contrived a purpose for the dress-up, such as ‘going out to lunch (pp. 154-155).”

My case study child, “N” is developmentally delayed and the goals on her IEP mainly focus on her speech and communication.  In Guiding Children’s Social Development and Learning, the authors said, Language is used systematically in play and can be the subject of play. “Children play with sounds and make up words, imitate adults or other children in amusing voices and repeat their own statements with rhythm and rhyme. Certain occurrences, such as a group of 4-year-olds chanting ‘Delicious, nutritious, delectable juice’ with great glee and accenting the syllables by pounding the table with cups or hands when faced with the detestable apricot nectar, are a playful variation of adult’s words (p. 216).” I hope to teach “N” songs and rhymes to help her with communication skills.  In my first activity, I will share nursery rhymes on a compact disc with a small picture book for each song and movements.  To develop her vocabulary and use of language, I plan to use the song, Oh, Here we are Together” and as we sit in the circle, each child would say their name. The next day we will clap the number of sounds we hear in each child’s name and make a chart for all of the children’s names with the number of sounds.  For another activity, I will read, The Big Red Barn, and ask her questions about the animals in the book. We will make a red barn book with die cuts of the animals for her to put into the barn book. “N” enjoys going to the dramatic play center with Angel, her playmate. “N” is not able to zip her coat or to tie her shoes, so I thought that while playing with dress up clothes that zip, so I will ask Angel, to show “N” how to zip a coat and to tie shoes because Angel likes to role-play that she is the mother and she has helped to dress “N” in the zippered raincoat for one of their pretend shopping trips. “N” will practice zipping her raincoat by herself and zipping the dress on the doll that she is taking with her to the store.  I will send a note to her grandmother to explain that N is learning how to zip her coat and learning to tie shoes along with a list of her favorite books that she might get from the public library. With her grandmother’s help, “N” will learn these self-help skills and gain self-confidence and self-assurance. Embedding learning opportunities during daily activities continues to have appeal to those working with young children and continues to show promise in terms of a research-based practice that can lead to improved outcomes.

References:

Cook, Ruth E., Klein, M.D. & Tessier A. (2004). Adapting Early Childhood Curricula for Children in Inclusive Settings. Upper Saddle River, NJ: Pearson Prentice Hall. pp. 154-155.

Kostelnik, Marjorie J., A. P. Whiren, A.K. Soderman, & K. M. Gregory. (2009). Guiding Children’s Social Development & Learning, 6^th edition. New York: Delmar Cengage Learning. p.216.

Sandall, S., Hemmeter, M.L., Smith, B. J. & McLean, M. E. (2005).  DEC Recommended practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education. Longmont, CO: Sopris West Educational Services. p. 94.

Importance of collection and progress on IEP goals

Both the Individuals with Disabilities Education Act of 1997 (IDEA) and the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) clearly require the collection and reporting of student progress toward accomplishing Individualized Education Plan (IEP) goals and objectives both in process and end result. “The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.  The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. One purpose of this review is to see whether the child is achieving his or her annual goals. “For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. In either case, the IEP team would meet to revise the IEP (Issaquh, WA District School system).”  Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement. At least every three years the child must be reevaluated. This evaluation is often called ‘triennial.’ Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be re-evaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation (U.S. Department of Education).”

The Issaquh School District summed up the importance of collection of progress by stating, “Evaluation and documentation of student progress is intended to serve three purposes: A. to measure a student's performance against established IEP goals and objectives. B. To help identify causal factors that account for significant differences between actual and predicted performance. C. To provide a database for adjusting the student's IEP if it does not appear the student will meet the annual goal. Each service provider must collect explicit data on student progress on a regular basis for measuring progress towards goals and objectives. The frequency with which the data is recorded will depend upon the goal and objectives. Some situations require daily data. For some, measurement at weekly or monthly intervals is appropriate. The data must be recorded at least monthly on each objective. Data sheets used to support the written progress report should be maintained in the teacher (related service provider) files (for a period of seven years in some states).” Cook, Klein, and Tessier said, “Articulation of how families will be involved and the type and frequency of communication regarding the child progress are required on the IEP.  Progress must be reported at least four times a year (p. 129)."

 All parents want progress reports and if they are not happy with the progress, they do turn to the legal system. I read an article written by Assistant Professor Susan K. Etscheidt, Department of Special Education, University of Northern Iowa titled, “Progress Monitoring: Legal Issues and Recommendations for IEP Teams” and she said that many IEP teams do not monitor progress and parents have brought law suits against the school system. “A statement of how the child’s progress toward the annual goals will be measured is included in the IEP (20 U.S. C. 1414 (d) (1) (1)."   She gave a review of several court cases and said that “Several administrative and judicial decisions have focused on the absence of adequate progress monitoring. In general courts have been unwilling to accept school district assertions concerning the appropriateness of a student’s program absent proof in the form of data. A review of recent decisions concerning progress monitoring reveals five primary areas of concern regarding progress monitoring: 1. The IEP team fails to develop or implement progress monitoring plans; 2. Responsibilities for progress monitoring are improperly delegated; 3. The IEP team does not plan or implement progress monitoring for behavior intervention plans (BIPs); 4. The team uses inappropriate measures to determine student progress towards graduation; or 5. Progress monitoring is not frequent enough to meet the requirements of IDEA or to provide meaningful data to IEP teams (Etscheidt, pp. 56-57).”  She suggested that multiple measures (both direct and indirect) be used. In closing, she writes, “Progress monitoring is a vital component of an IEP and essential to evaluating the appropriateness of a child’s program. By improving progress monitoring, IEP teams will ensure that the educational programs developed for students with disabilities will be meaningful and beneficial (Etscheidt p. 60).” 

References:

Cook, Ruth E., Klein, M.D. & Tessier A. (2004). Adapting Early Childhood Curricula for Children in Inclusive Settings. Upper Saddle River, NJ: Pearson Prentice Hall. p 129.

Etscheidt, Susan K. “Progress Monitoring: Legal Issues and Recommendations for IEP Teams”  Teaching Exceptional Children, Jan/Feb 2006, Vol. 38, No. 3, pp. 56-60.

http://www2.ed.gov/parents/needs/speced/iepguide/index.html#implement accessed Feb. 13, 2011

http://www.issaquah.wednet.edu/district/departments/SpecServices/Process/IEP.aspx  accessed Feb. 16, 2011

The importance of the IEP and how it is used to implement services

The individualized Family Service Plan/Individualized Education Program (IFSP/IEP) is the written individualized plans for children with disabilities required under IDEA to guide the early intervention services and school services. It is developed through “collaborative interchanges between families and the professionals involved in assessment and service delivery (Cook, Klein, Tessier, p. 111).” “IDEA Section 619 of Part B guarantees the preschool child with a disability the provision of appropriate services designed to meet his/her unique needs. The law considers ‘appropriate’ to mean that the services satisfy state standards and meet the child’s needs (Bowe, p. 46).”  The importance of the plan and how it is used to implement service is to meet the needs of the family and child based on the results of the developmental assessment. We know from research that by intervening early we can often correct or lessen the effects of a disability (i.e., speech therapy). The 2005 Longitudinal Study (CLS by Arthur Reynolds of the University of Wisconsin and Judy Temple, of Northern Illinois University showed that “early childhood services led to greater achievement and better adjustment during early to middle childhood, high achievement, lower levels of grade retention and less delinquency and crime during adulthood and…early services were cost-effective (Bowe, pp. 68-69).”  When young children have disabilities or developmental delays, it is often necessary for an adult to not work outside the home in order to care for their child. ECSE services may allow the parent to be able to return to some type of employment. How the service is implemented sometimes lowers the educational cost later. Thus, “money spent on young children may be an investment because these children may not require as many services when they are older (Bowe, p. 47-48).”

 How to implement services in an inclusive classroom is a challenge, but it is possible with an organized environment and with a curriculum to promote learning for all of the children. One example of implementing services by Lovaas (1987) showed that young children with autism can achieve far more in a highly structured environment than previously had been believed (Bowe, p. 156).” “Graham and Bryant (1993) state that research ‘repeatedly has shown the effectiveness of programs that are more structured and directive for children with severe disabilities’ (Bowe, p. 157).”  The children need to be encouraged and enabled. An IFSP requires a highly collaborative effort between the family and the service coordinator to organize the most effective resources available to support the child’s optimal development.

 I watched the video on our external links, “Welcome to my preschool” by the National Center to Improve Practices through technology, media and materials and saw some excellent examples on how to implement services in an inclusive preschool classroom. The teacher in the preschool liked thematic units and showed how she used technology with literacy. In the different centers in her classroom, she used a single switch to enable children to be able to “pour the pot” and she used it at the water table. In housekeeping, she used communication boards to allow the child to point to what clothes they wanted to wear for “dress up” and a comment board for shared language to express how they felt when they were wearing the play clothes. The Big mack and the Little mack (button to push with recorded messages) were used to help the nonverbal students participate in the classroom in many areas. The software is by Ablenet (http://www.ablenetinc.com).  Assistive technology was used effectively to record messages and to record responses that the child may need. Another piece of software that I have used to implement services is Inspiration or Kidspiration (www.inspiration.com) which helped students organize what they read and write. The special needs students pay more attention when they have support that helps them to learn new information. Inspiration’s overview stated: “With Inspiration® and Kidspiration®, students use symbols and images to represent ideas, create graphic organizers to break work down into manageable sections, and brainstorm, sort and organize their ideas. These visual thinking and learning strategies have been shown to increase academic performance for students with and without learning disabilities in content-area classes including language arts, social studies, science and study skills. Specific to special needs, Inspiration and Kidspiration are recommended for students with ADD/ADHD, autism, Asperger’s, dyslexia, aphasia, and visual or auditory processing disorders.”  I have used manipulatives to teach mathematics so the students can touch and count or sort while learning. Two modifications suggested by Bowe are “guided discovery learning and directed discovery learning (pp. 176-177).”  The teacher offers suggestions to direct students in their inquiries. As we teach our students to help them reach their goals, we need to follow the DEC “recommended practices,” the NAEYC “developmentally appropriate practices” and our ethical responsibilities.

 In closing, one final question remains, “What if parents don't agree with the IEP?” “There are times when parents may not agree with the school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions-or refusal to take action-in these matters, they have the right to pursue a number of options. They may do the following: Try to reach an agreement. Parents can talk with school officials about their concerns and try to reach an agreement. Sometimes the agreement can be temporary. For example, the parents and school can agree to try a plan of instruction or a placement for a certain period of time and see how the student does. Ask for mediation. During mediation, the parents and school sit down with someone who is not involved in the disagreement and try to reach an agreement. The school may offer mediation, if it is available as an option for resolving disputes prior to due process. Ask for due process. During a due process hearing, the parents and school personnel appear before an impartial hearing officer and present their sides of the story. The hearing officer decides how to solve the problem. (Note: Mediation must be available at least at the time a due process hearing is requested.) File a complaint with the state education agency. To file a complaint, generally parents write directly to the SEA and say what part of IDEA they believe the school has violated. The agency must resolve the complaint within 60 calendar days. An extension of that time limit is permitted only if exceptional circumstances exist with respect to the complaint. (http://www2.ed.gov/parents/needs/speced/iepguide/index.html#disagree).”

References:

Bowe, Frank G. (2007). Early Childhood Special Education, Birth to Eight, fourth edition. New York: Thomson Delmar Learning. Pp.46-48, 67-68, 156-157,176-177, 185-186

Cook, Ruth E., Klein, M.D. & Tessier A. (2004). Adapting Early Childhood Curricula for Children in Inclusive Settings. Upper Saddle River, NJ: Pearson Prentice Hall. P. 111.

http://www.ablenetinc.com accessed Feb. 7, 2011.

http://inspiration.com accessed Feb. 7, 2011

http://www2.ed.gov/parents/needs/speced/iepguide/index.html#disagree (accessed Feb. 8, 2011

Sandall. S., Hemmeter, M. L., Smith, B. J., & McLean, M. E., (2005).DEC recommended  practices: A comprehensive guide for practical application in early intervention/ early childhood special education. Missoula, MT: Division of Early Childhood. pp. 54, 56, 62.

Family involvement in the individualized plan

Parent involvement in the individualized plan is important because they provide care and guidance for their child and they help write the goals in the individualized plan. They are also equal partners with the team. “Parents are considered central and the most import decision maker in a child’s life…the family is the constant in a child’s life and that service systems and personnel must support, respect, and encourage, and enhance the strengths and competence of the family (DEC, p.119)” The relationship between the program and the family is built on trust and the knowledge that parents will always be the experts of their own child and their strongest advocate.  DEC Recommended Practices restate the importance of families and professional working collaboratively and sharing the responsibility. They said: “IFSPs or IEPS are individualized to address the needs expressed by different family members and information is shared by both professionals and families prior to the IFSP/EEP meeting so that everyone has time to reflect and develop clarifying questions for the meeting. Goals are developed at the IFSP/IEP meeting rather than having goals prewritten and reviewed at the meeting, and professionals and family members communicate about priorities, needs, and concerns prior to the formal IFSP/IEP meeting (DEC, p. 113). Family involvement in the IFSP (and IEP) will help to build strong and lasting partnerships with the team members. “Listening carefully is critical in the development of productive relationships with parents (Cook, Klein & Tessier p. 63).” As teaching professionals, we should build in opportunities for family members to be active in the decision-making process by inviting parents to observe their children’s education program in action. An open door policy will encourage family members to initiate ways of being engaged in their children’s education. We need to be sensitive and supportive to the needs of families from different cultural, linguistic, and socioeconomic backgrounds. Parents need frequent, two-way community with their child’s teachers. “Professionals must strengthen families’ abilities to support the development of their children in a manner that is likely to increase families’ sense of parenting competence, not families’ sense of dependency on professional or professional systems (Sandall, Hemmeter, Smith and McLean, pp. 109-110).” The IFSP (and IEP) is a planning and tracking document and progress reports show that goals are or are not being met. At the end of the school year, this helps the parents and the school with preparation of the follow year’s plans. Parents are sometimes concerned when they go to an IEP meeting because of all the people who have to attend. The people at the IEP meeting include the parent, school personnel (teacher(s) of the child, and a representative of the local education agency who is qualified to provide or supervise the provision of special education), and the child, if appropriate and a professional from related services (occupational therapist for example) and parents may wish to bring with them someone who knows the child’s unique needs and the law (Bowe, pp226-227). Services included in the IFSP (and IEP) should be appropriate to meet the individual needs of the child and the family’s needs to enhance the child’s development. All transitions must be planned well in advance and should show strong family participation.

The United Stated Department of Education’s rule states that parents are to be full and equal participants in IEP meetings. “Video conferences, conference calls, and other means are allowed precisely for this reason-to encourage family participation. The appendix interpreting the purposes of IEPSs added: ‘The IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to jointly decide what the child’s need are, what services will be provided to meet those needs, and what the anticipated outcomes may be. (U.S. Department of Education, 1992b, p. 44833)’ (Bowe, p. 226).”  Everyone involved in the individualized plan should be sensitive, caring, and patient.

As teachers, it is important to remember that “The IDEA 2004, PL 108-446 removes from most IEPs the language on ‘benchmarks or short-term objectives’ that was in IDEA for more than 20 years. That wording was controversial, because it was widely misunderstood. Some educators were actually writing daily lesson plan-type objectives in IEPs. IDEA 2004 kept that wording only for the IEPs of children with very severe disabilities. Their plans may describe functional and behavioral progress in steps (i.e. for each month or for each marking period) so as to assist educators in tracking their performance (Bowe, p. 229).”

            I liked the Head Start standards which highlight the importance of family involvement.  The standards said: “provide observation opportunities for parents so that they can see activities described in child’s IEP, refer parents to support groups or other parents whose children have similar disabilities and build parent confidence and skill in advocating for their children with special needs (Head State program performance standards and other regulations, 1993, pp. 313-314 cited in Couchenour and Chrisman, p 150).” 

            In conclusion, Frank G. Bowe makes an important point about parent involvement when he said, “The most important concern is that the process of creating the plan must feature mutual respect and information sharing between parents and professionals. So important is this sharing that it is fair to say that the process of developing the plan is more important than the plan itself. That is because parents and ECSE professions may bring to the IFSP/IEP planning process different priorities, values and goals. If the process features mutual respect and information sharing, both parties move toward a consensus position-to the child’s benefit (Bowe, pp. 232-233).”

References:

Bowe, Frank G. (2007). Early Childhood Special Education, Birth to Eight, fourth edition. New York: Thomson Delmar Learning. pp. 226-228, 232-233.

Cook, Ruth E., Klein, M.D. & Tessier A. (2004). Adapting Early Childhood Curricula for Children in Inclusive Settings. Upper Saddle River, NJ: Pearson Prentice Hall. P 63.

Couchenour, Donna and Kent Chrisman (2008).  Families, Schools, and Communities Together for Young Children. New York: Thomson Delmar Learning. p. 150

Sandall. S., Hemmeter, M. L., Smith, B. J., & McLean, M. E., (2005).DEC recommended          practices: A comprehensive guide for practical application in early intervention/ early childhood special education. Missoula, MT: Division of Early Childhood. pp. 109-110 and 113.