My daughter has been diagnosed with a learning disability for the past three years. My problem is with the school’s continually putting in things that have nothing to do with the disability. Her main goal is always maintain success at the next grade level. What student doesn’t want to maintain success. Then she has sub goals like bringing materials to class-what has that got to do with her disability-nothing! She is a highly organized person. I would say she is obsessively so. Anybody had this problem with the schools and the IEP’s. One year is the only year that they put in goals that addressed her decoding problems. Is this a natural way that schools approach disabilities? I know some of it is my fault because I should have read the IEP closer. I will do so now. I just wondered if anyone else has had this problem. It gets even worse as I am a teacher in this same system, but in a different building. Well thanks for letting me air my problem.
Re: IEP's
These may be generic goals that they use on a lot of the kids’ IEPs. I saw this done on one of my students who transferred to my school this year. Ask questions.
Re: IEP's
Try the IEP_guide website. They have a wealth of information relating to IEP’s. One of which is writing measurable goals. To make something measurable, you can specify a grade or age level performance.You can also make it mesurable by indicating a rate, i.e. 3 out of 4 times, 80% of the time. Also, remember that if a goal is not met, it is important to ask why, and what are they going to do different. I really think you will find everything you need to know at this site, i did. Sue
It’s a natural way to approach this situation if you don’t plan on addressing a kid’s disabilities or skills deficits. Sounds like this kiddo’s been hanging in there and compensating adn they’re hoping that will keep happening. Unfortunately she’ll be off in another school so they won’t see the long-term effects this has.
THe articles in LD IN Depth by Bateman and Wright are both excellent sources for guidance in getting IEPs that have goals that make sense.