Individualized Education Program Goals Research Articles

Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature

In this article, we provide a summary of a literature review conducted to determine how the published literature, including research articles, conceptual articles, and chapters, (a) describes access to the state-adopted grade-level standards in general education classes for students with extensive support needs (ESN) and (b) discusses recommended processes for determining meaningful access to the state-adopted grade-level standards in general education classes for students with ESN. We reviewed a total of 554 pieces of published literature considered for inclusion in our summary. Based on our inclusion and exclusion criteria, we included 32 articles and chapters in the final analysis. The review yielded important information related to six themes, including (a) the language used to describe students with ESN; (b) the varying understandings, or perceptions, of what access to the state-adopted grade-level standards means; (c) the recommended steps in the processes that teams might use to provide access to the state-adopted grade-level standards, and the alignment between standards and Individualized Education Program goals; (d) the short- and long-term outcomes of access to and inclusion in the general education curriculum; (e) who is involved; and (f) the ways in which progress monitoring and assessment were implemented. We conclude with our recommendations for future research.

Recognizing and Resisting Ableist Language in Schools: Suggestions for School-Based Speech-Language Pathologists and Related Professionals.

The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance. School professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences.

Quality of IEPs for Students with Complex Support Needs: Is There Alignment Across IEP Components?

ABSTRACT Educators and families develop individualized education programs (IEPs) to address unique needs of individual students with disabilities. Addressing all student needs is critical to ensuring students receive a free and appropriate public education. To understand how IEP teams address the needs of students with complex support needs, we examined the alignment of IEP goals and supplementary aids and services with the stated needs of 112 elementary students with complex support needs as reported in their present levels of academic achievement and functional performance. We found there was a large amount of variation in alignment, but that 32.76% of stated student needs were not addressed by goals or supplementary aids and services. Neither educational placement nor type of student need was statistically significant in terms of whether a student need was addressed in the IEP. These findings suggest a serious threat to a student’s right to a free and appropriate public education. Implications for practice and research are discussed.

Analysis of Literacy Content in IEPs of Students With Complex Support Needs

The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.

Exploring Speech-Language Pathologists' Perception of and Individualized Education Program Goals for Vocabulary Intervention With School-Age Children With Language Disorders.

Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices. We queried a national sample of school-based SLPs via an online survey regarding their perspectives on robust vocabulary instruction, vocabulary intervention practices, and IEP goal development targeting vocabulary skills for school-age children with language disorders. There was consistency across the sample for SLPs' beliefs about the importance and impact of robust vocabulary instruction. However, they reflected varied expectations about the vocabulary intervention they provide. Qualitative analysis of IEP goals for vocabulary reveals the range and frequency of strategies and intervention targets as an artifact of implementation of robust vocabulary instruction. School-based SLPs believe that vocabulary is important and have a strong understanding of the impact robust vocabulary instruction can have on reading and writing outcomes. SLPs in this sample had varying expectations regarding the way their instruction is implemented and generalized. Implications and limitations of these results are discussed. https://doi.org/10.23641/asha.25077992.

Perspectives on Practice: Student-Driven Individualized Education Program Practice: Collaborating with Young Students as Literacy Learning Agents

Providing student-facing templates, this article offers protocols for teachers to engage students with their Individualized Education Program goals during literacy lessons.

Maximizing Student Outcomes in Schools: Data-Driven Individualized Education Program Goals and Objectives Aligned to the Standards.

Federal and state laws require schools to be accountable for student performance on measures of academic achievement in literacy, mathematics, and science skills; monitor high school graduation rates; and track student growth and academic progression throughout the grade levels. Success on these measures gives students pathways to postsecondary options in the workforce, technical education, or college/university education. Speech-language pathologists (SLPs) can utilize existing data sources in the school in conjunction with their knowledge of diagnostics and treatment of cognition, language, and culture to maximize student outcomes beyond the therapy room and in the curriculum standards. This clinical focus article will review methods of data collection from existing sources in the students' grade level and academic content curriculum. Utilization of information and input from parents, teachers, paraprofessionals, and others who support the student's academic endeavors will be discussed for Individualized Education Program Present Levels of Academic Achievement and Functional Performance and goal development. Procedures for the SLP to collect independent data aligned to standards-based curriculum will be explored. Consideration will be given for utilizing data to develop future goals and objectives. The benefits of data collection for monitoring student progress and success in the grade-level or alternate standards will be highlighted through case examples. Techniques for classroom-based services, model lessons, coaching, and co-teaching will be presented. SLPs are recognized as specialized instructional support personnel who have unique knowledge and expertise for diagnosing and treating speech/language impairments (S/LI) disabilities. By understanding how they can use existing data and apply it to developing intervention plans, SLPs can ensure students with S/LI disabilities experience the maximum potential for outcomes in academic and functional success. Data-driven tools and methods aligned to the grade-level standards and curriculum are one of the most powerful tools in an SLP's toolbox. https://doi.org/10.23641/asha.24869592.

Purposeful Presence: Supporting Preservice Teachers’ Co-Teaching to Meet Student Needs

Co-teaching continues to be a common method of instruction, allowing students with disabilities to engage in the general education curriculum. While there are numerous exemplars of excellent co-teaching, there is more that can be done to assist preservice teachers as they learn to bridge the gap between the student’s Individualized Education Program (IEP), the co-teaching setting, and the specially designed instruction students with disabilities need to make progress on their IEP goals in co-taught settings. This article provides a reflective matrix which faculty can use to scaffold novice teachers through co-assessment, co-planning, co-instructing, and co-reflecting by linking IEP goals to specially designed instruction (i.e., evidence-based and high leverage practices) and co-teaching models.

Using a Social Model to Guide Individualized Education Program Development and Change Educational Paradigms to Be Critically Inclusive.

The Individuals with Disabilities Education Act explicitly acknowledges disability as a natural part of the human experience. However, special education services, including speech-language services, often focus on remediating the characteristics of the individual with the disability rather than addressing the disabling conditions of the school environment or leveraging the supports and resources available or potentially available to the student. The purpose of this article is to provide a social model of disability framework to guide Individualized Education Program (IEP) development and change educational paradigms around language and communication. A discussion of a new theoretical framework, critical inclusion, is situated within the speech-language pathologist's role in the IEP process. An argument for adopting an integrative approach to service delivery through the social model of disability is provided. The Social Communication and Engagement Triad framework is then used to illustrate a social model of disability approach to assessment, IEP goal development, and service delivery case examples. Speech-language pathologists and all educators have a responsibility for creating a space where all learners belong and diversity in all aspects is celebrated. Embracing a social model of disability approach to the IEP process can support practitioners in their work toward creating a more equitable and inclusive education system.

Chatting with GPT: Enhancing Individualized Education Program Goal Development for Novice Special Education Teachers

Novice special education teachers often face challenges in developing high-quality Individualized Education Program (IEP) goals for children with autism. The use of artificial intelligence (AI) tools, such as ChatGPT, has shown potential in supporting teachers in IEP development. This study aimed to investigate the impact of ChatGPT on the quality, content, and time spent on IEP goal development for novice special education teachers. Moreover, impact of previous training on IEP and goal development was examined. 22 novice special education teachers were randomly assigned to either the ChatGPT group or the control group. Participants developed IEP goals for five children with autism, and the quality of the goals was assessed using the Revised IEP/IFSP Goals and Objective Rating Instrument. The use of ChatGPT significantly improved the quality of IEP goals developed by novice special education teachers, regardless of previous training status. Moreover, novice teachers who used ChatGPT spent significantly less time developing IEP goals compared to those who did not use ChatGPT. Furthermore, the IEP goals developed by the ChatGPT group were more comprehensive, addressing specific strengths and needs of children with autism, in comparison to the goals developed by the control group. The findings suggest that the use of ChatGPT can be a valuable tool in supporting novice special education teachers in developing high-quality IEP goals efficiently. The study highlights the importance of providing training on IEP development and the potential benefits of AI tools in general and special education practice.

Making Every Minute Count: Identifying Instructional Opportunities for IEP Goals During Community-Based Work Experiences

Transition-age students with extensive support needs often participate in community-based work experiences (CBWEs) in preparation for competitive, integrated employment. CBWEs help students gain exposure to different careers, acquire employment skills, and generalize skills learned at school to community settings. Despite their benefits, CBWEs have been known to create scheduling conflicts and decrease school-based instructional time for special educators who must address student goals in academic and functional skill areas. Identifying authentic opportunities to address Individualized Education Program (IEP) goals during students’ CBWEs is one solution that can assist special educators who are faced with such challenges. An existing tool, commonly known as an IEP Matrix, may be particularly useful in helping teachers navigate this process. In this article, we describe how to develop an IEP matrix and assess the feasibility of instruction on IEP goals within CBWEs. We also provide recommendations to consider when identifying and evaluating instructional opportunities.

Quality of Individualized Education Programs for Children With Visual Impairments and Autism Spectrum Disorder

Introduction: Children with optic nerve hypoplasia (ONH) frequently have co-occurring developmental disorders, and children with both visual impairments and autism spectrum disorder (ASD) have complex educational needs. Research Question: Do the individualized education programs (IEPs) of children with visual impairment and ASD comport with national educational guidelines? Methods: Participants were 13 children enrolled in a larger longitudinal study of ONH. Children were assessed for ASD, verbal intellectual functioning, and level of visual impairment. An IEP coding manual was developed by the authors and used to compare the IEP goals, services, and accommodations to national guidelines for the education of children with visual impairment and children with ASD. Results: Key findings indicated that needs in the domains of academics, assistive technology, and orientation and mobility were addressed, but other crucial areas of development such as social skills, social-emotional and behavioral needs, and skills for independent living were commonly overlooked. Discussion: It is recommended that IEP teams pay greater attention to the complex range of needs of children with visual impairments and that national guidelines for the education of children with visual impairment and ASD be incorporated into federal special education law. Implications for Practitioners: National guidelines for the educational needs of children with visual impairments and with ASD provide important guidance for IEP teams when developing goals, services, and supports, and efforts should be made to ensure educators and parents are aware of them. Children who have both visual impairments and ASD have complex educational needs that are often not fully addressed in IEPs. In particular, social-emotional, behavioral, and developmental needs may be overlooked by IEP teams, and consistent inclusion of school psychologists or other mental health professionals on IEP teams may lead to greater attention to these areas of need.

We Teach the Child, Too: A Survey of Wisconsin Music Educators’ Use of IEPs

The purpose of this survey study was to investigate the perceptions of music teachers in the state of Wisconsin about their use of Individualized Education Programs (IEPs) in music classrooms. One hundred seventy-nine music educators completed the survey. Music teachers indicated that many of them do not have access to student IEPs and that student IEP goals and objectives typically lack relevance to the music classroom. Teachers also reported limited use of IEPs to plan daily instructional activities and develop curriculum, and noted they needed more planning time to effectively implement IEPs.

An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs

Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous research has found that IEPs do not reflect recommended practices and that IEP quality varies by educational placement in inclusive and separate class settings. The purpose of this study was to evaluate a national sample of IEPs of elementary-aged students with complex support needs to determine whether placement predicts IEP quality. We used multilevel regression to measure the extent to which placement predicts overall IEP quality as well as the quality of IEP components, including PLAAFP, goals, and SAS. We did not detect statistically significant differences in IEP quality by placement for any of these IEP components or for overall quality; instead, we found the IEPs consistently failed to meet quality indicators across all four placement types. Given these findings, we suggest implications for future research aimed at improving IEP quality for students with complex support needs.

A Survey of Midwestern School-Based Speech-Language Pathologists' Knowledge and Confidence in Providing Literacy Services

Purpose: Literacy instruction is within the scope of practice of speech-language pathologists (SLPs) and is a documented service provided among school-based SLPs. The purpose of this investigation was to replicate Davis and Murza's (2019) study of Virginia school-based SLPs in another geographic location. This study gathered information regarding Midwestern SLPs' knowledge of disciplinary literacy and confidence providing services to school-aged children and adolescents with literacy goals and aligning their practice to educational standards. Method: Ninety-nine Midwestern school-based SLPs completed a 26-question online survey. The survey was replicated from Davis and Murza's (2019) investigation with a modification to include additional demographic information about participants. Results: The majority of school-based SLPs in this study were not familiar with the term disciplinary literacy but desired continuing education on the topic. A moderate relationship was found between SLPs' confidence in their ability to implement language therapy that impacts students' literacy achievement in both kindergarten through third grade and fourth through fifth grades, and the percentage of students on caseload with Individualized Education Program goals connected to literacy achievement. Conclusions: When compared to Davis and Murza's (2019) study, there are similarities noted, such as Midwestern SLPs are not completely comfortable or confident with implementing literacy intervention. The differences between these two studies exist in the relationship between experience and confidence in supporting literacy achievement. Additional information about the preprofessional coursework offerings, particularly those focused on adolescents, is of interest for future studies to understand the potential impacts on SLPs' confidence levels.

Examining The Effect of Interactive Feedback Procedure on the Individualized Education Program (IEP) Goals

An Individualized Education Program (IEP) is essential for both assisting students to meet their needs and enabling professionals to evaluate the students’ progress. The purpose of this study was to enhance the teacher candidates’ performance of writing IEP goals and objectives by using interactive feedback procedures. Seventy-three pre-service teachers in elementary education program participated in the study. They were required to write IEP goals according to case scenarios at three different times. A two-factor analysis of variance with repeated measures was completed for the dependent variables. The results of this study indicate that there are statistically significant differences between the means at each measurement time for pretest-posttest-maintenance scores. Implementation of interactive feedback procedures are found to be successful at improving the IEP goals and objectives writing skills of the teacher candidates. Limitations and implications for practitioners are presented.

Empowering Transition-Age Students to Use Self-Determination Assessment to Lead IEP Goal Development

Self-determination is a predictor of positive in- and post-school outcomes, including access to general education, competitive employment, and community participation. Emerging research has focused on promoting self-determination for all students given alignments with college and career readiness frameworks and equity-based education. However, it is also important to enhance self-determination as students participate in the Individualized Education Program (IEP) goal development process. Empowering transition-age students to lead the IEP goal development process with support from school personnel has the potential to enhance the alignment of IEP goals based on students’ strengths, preferences, values, and needs and enhance transition planning and college and career readiness. In this article, we provide an example of how to use a self-determination assessment, the Self-Determination Inventory: Student Report (SDI:SR), and an intervention, the Self-Determined Learning Model of Instruction (SDLMI), in the IEP goal development and implementation process to enhance transition planning and college and career readiness.

Individualized education program quality for transition age students with autism

BackgroundStudents with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. MethodIEPs for 20 students with autism (Mage = 18.2 years; SD = 1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. ResultsIEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. ConclusionsIEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school.

Functional Communication Abilities in Youth With Cerebral Palsy: Association With Impairment Profiles and School-Based Therapy Goals.

The aim of this study was to examine the relationship between functional communication skills, underlying speech, language, and cognitive impairments and school-based speech pathology services in students with cerebral palsy (CP). Thirty-five participants with CP who had Individualized Education Programs (IEPs) were classified according to the Communication Function Classification System (CFCS). Participants completed laboratory assessments of speech, receptive language, executive functioning, and nonverbal cognition. Each participant's speech and language IEP goals were coded into treatment units and then categorized into seven, mutually exclusive target goal areas. Nonparametric analyses were employed to examine differences among CFCS groups in the number of deficit areas and the number of goal areas from the IEP. Descriptive analyses were used to evaluate the extent to which deficit and goal areas in the IEP co-occurred by CFCS level. Those in more involved CFCS levels demonstrated more severe speech, receptive language, and cognitive impairments. However, there were no significant differences in the number of deficit areas across CFCS groups. Regardless of CFCS level, there were no differences in the number of treatment goals specified in the IEP. Literacy was the only goal area addressed across all CFCS levels. Those in the most involved CFCS levels had augmentative and alternative communication (AAC) goals, but those with more moderate restrictions in functional communication who also had markedly reduced speech intelligibility did not typically have speech or AAC goals. Individuals with CP across CFCS levels demonstrate variability in underlying deficit profiles, suggesting that measures of both functional communication and of underlying deficits are necessary to provide a complete picture of communication needs. Literacy goals were common across all CFCS levels, but AAC goals were limited to the most severely involved individuals, suggesting that continuing education may be necessary to support speech-language pathologists in developing treatments involving the integration of AAC and speech to foster functional communication at school. https://doi.org/10.23641/asha.16968073.

An Initial Investigation Into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working With Students With Complex Communication Needs.

Purpose The goal of this study was to investigate the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals teaching students with complex communication needs. Method A one-group pretest-posttest design was employed with 102 educational professionals and their students with complex communication needs. Students (M age = 12.5 years, SD = 4.8 years) had severe expressive communication impairments characterized by an expressive vocabulary of < 10 words. The online CMPDP included webinars, coursework, and engagement with an online community of practice. We examined the students' expressive communication skills measured by the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide before and after their teachers and speech-language pathologists participated in the intervention. Results Students showed small but significant increases on the Communication Matrix Assessment. The average increase in scores was 10.6, z = 5.37, 95% confidence interval (CI; [6.65, 14.54]), Glass's delta = 0.37. The mean gain in scores for IEP quality was not significant (0.82, z = 2.43, 95% CI [0.14, 1.49], Glass's delta = 0.28). Conclusions Results demonstrate the initial feasibility of the CMPDP for educational professionals and their students with complex communication needs. Findings must be interpreted cautiously as the study design has methodological limitations including lack of a control condition and a potential for correlated measurement error and demand characteristics. Supplemental Material https://doi.org/10.23641/asha.16734553.