Putting Real-Life Skills into IEP/IFSPS for Infants and Young Children

Notari-Syverson, Angela; Shuster, Sara Lerner

doi:10.1177/004005999502700207

Cited by 22 publications

(16 citation statements)

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“…Once learned, functional skills enable children with disabilities to be more independent in their daily lives (Notari-Syverson and Schuster 1995). Therefore, inclusion of such skills in IEPs based on the unique needs of individual children is critically important to guide individualised intervention efforts and to support development and learning of young children with disabilities (Pretti-Frontczak and Bricker 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Goals/objectives that are not measurable and observable usually include vague terms (e.g. demonstrate, know and appropriate), which make it difficult for professionals to know when the child demonstrates the skill or exactly which skill to teach (Notari-Syverson and Schuster 1995;Pretti-Frontczak and Bricker 2000). Instructional context refers to whether the goal/objective can frequently and easily be addressed during daily activities and routines.…”

Section: Procedures and Instrumentsmentioning

confidence: 99%

“…Skills that meet the quality dimension of instructional context are those that can be targeted within the natural environment (e.g. day care, preschool and home), and easily elicited by parents and professionals working with the child (Notari-Syverson and Schuster 1995;Pretti-Frontczak and Bricker 2000).…”

Section: Procedures and Instrumentsmentioning

confidence: 99%

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Quality of individualised education programme goals and objectives for preschool children with disabilities

Rakap

2014

European Journal of Special Needs Education

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Individualised education programmes (IEPs) are the road maps for individualising services for children with disabilities, specifically through the development of high-quality child goals/objectives. High-quality IEP goals/objectives that are developed based on a comprehensive assessment of child functioning and directly connected to intervention and evaluation activities are more likely to support the individualisation of services and as a result, child development and learning. High-quality goals/objectives allow professionals or other caregivers to know what to teach, when to teach and where to teach. The purpose of this study was to examine the quality of IEP goals/objectives developed for preschool children with disabilities in Turkey. A total of 2235 IEP goals/objectives developed for 100 preschool children with disabilities were rated using Goal Functionality Scale III and IEP/Individualised Family Service Plan Goals and Objectives Rating Instrument. Results indicate that the overall quality of IEP goals/objectives for preschool children with disabilities is generally poor. Moreover, the quality of IEP goals/objectives does not vary based on child's age, disability status and developmental domain. Consistent and systematic low quality of goals and objectives across IEPs, age levels, disability status and developmental domains warrants the development of clear guidelines for professionals to use while writing IEP goals/objectives for young children with disabilities. Both pre-and inservice teacher training programmes should emphasise how to write high-quality IEP goals/objectives that can guide the individualisation of instruction, intervention and other services based on the unique needs of each and every child.

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Section: Discussionmentioning

confidence: 99%

Section: Procedures and Instrumentsmentioning

confidence: 99%

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Quality of individualised education programme goals and objectives for preschool children with disabilities

Rakap

2014

European Journal of Special Needs Education

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“…communication; social interaction …), four goals were randomly selected per area. The general quality of the intervention goals was determined through the Revised IFSP/IEP Goals and Objectives Rating Instrument (R-GORI), originally proposed by Notari-Syverson and Shuster (1995) to support the development and evaluation of educational goals in early intervention. The R-GORI considers four dimensions of analysis: (1) functionality/participation; (2) generality; (3) measurability; and (4) instructional context (Notari-Syverson and Shuster 1995).…”

Section: European Journal Of Special Needs Education 509mentioning

confidence: 99%

How individualised are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goals

Sanches-Ferreira

Santos

Alves

et al. 2013

European Journal of Special Needs Education

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The Individualised Education Programme (IEP) is a fundamental document that describes all educational responses to the additional support needs of students, setting up the guideline for their learning and developmental experiences. Specifically, the IEP goals represent the personal destination translated into desirable behaviours and skills that will enable students with additional support needs to meet their educational and functional needs. This paper analysis the quality of the 2497 IEP goals established for 135 Portuguese students with additional support needs and their fit to the students' level of severity and educational level. The quality of IEP goals was measured using the Revised IFSP/IEP Goals and Objectives Rating Instrument and the content was categorised in reference to the International Classification of Functioning, Disability and Health, version for Children and Youth. Findings showed that goals are generally poorly written, particularly in terms of their measurability and that their quality decreases as students' progress in education. Results also showed that IEP goals for students with a highly individualised curriculum do not attend to their needs of more functional contents. The results are discussed in terms of their implications for teacher training.

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“…Goals for each child should be based on information gathered from the family about the child's daily routines, strengths, and needs. Goals should be functional (i.e., to promote independent functioning across daily routines and activities in natural settings), measurable (i.e., the skill can be seen or heard, performance criteria are clear), and generative (i.e., teach flexible and varied responses that are useful across settings and people) and based on formal and informal assessment results (Notari-Syverson and Shuster 1995). Teachers might ask the following questions of goals: Does the child need these skills to participate in or complete most daily routines?…”

Section: Goal Developmentmentioning

confidence: 99%

Individualizing Interventions for Young Children with Autism in Preschool

Barton

Lawrence

Deurloo³

2011

J Autism Dev Disord

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Increasing numbers of children with autism receive education services in settings with their typically developing peers. In response to this shift in the location of services, there is a growing body of research identifying evidence-based practices for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate this research for application by early childhood practitioners in inclusive settings.

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Putting Real-Life Skills into IEP/IFSPS for Infants and Young Children

Cited by 22 publications

References 0 publications

Quality of individualised education programme goals and objectives for preschool children with disabilities

Quality of individualised education programme goals and objectives for preschool children with disabilities

How individualised are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goals

Individualizing Interventions for Young Children with Autism in Preschool

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