Embedding IEP Goals of Focus Child into Learning Activities

The attainment of the child's IEP goals and objectives depends on the effectiveness of the strategies used by the teachers in interesting and motivating activities that the child engages in. Observing my study child in her everyday interaction with peers and materials in the classroom give me valuable information on which activities I can do with her that would interest and motivate her to participate and help in attaining her IEP goals.

Our text states that the content of the curriculum must include goals that are meaningful and relevant to each child and as much as possible, intervention strategies should evolve around activities that target specific skills within the context of functional and normal daily activities (Cook, et al., 2008). It is important that I plan activities that are meaningful and relevant to my focus child for her to be able to use the skills she is going to learn in her everyday experiences. As stated in our text, "When including young children with special needs in educational settings, early educators must select activities that allow for a wide range of abilities as well as interests. Intervention should be embedded within the daily activities and routines (Cook, et al., 2008)." It is important that the activities I plan for my study child originate out of her natural play behavior. My study child enjoys looking at books, pretending in dramatic play center, building in blocks center, and drawing pictures. Therefore, my activity plans to help her accomplish her IEP goals will be embedded in those daily play experiences that she is interested and motivated to participate in.

The use of language  is a critical factor in assisting children's learning. My focus child has speech-language impairment and using effective strategies to help her make progress in her speaking and language skills is essential. Strategies such as using referential language in naming things and actions, when talking about picture scenes from the book that we read, objects she plays with and actions she does in dramatic play and the constructions she builds and draws, will have positive effect on her language development. It will help her identify specific objects and actions, and it will encourage her to use these words when talking about what is going on in the book, her drawings and her pretend play. Providing comprehensive input is important for my focus child to be tuned in and understand what I am talking about, even if she does not actually understand all the words. As she enjoys playing in different learning centers, I can follow that lead and talk about what she is doing, playing with and experiencing. The classroom provides plenty of opportunities for peer interactions and concrete objects that she can see, feel or hear that we can talk about according to her interest.

One recommended child-focused practice is that adults use systematic procedures within and across environments, activities, and routines to promote children's learning and participation. It stated that specialized procedures (e.g., naturalistic strategies and prompt/prompt fading strategies) are embedded and distributed within and across activities (Sandall, et al., 2005). It is important for me to provide my focus child opportunities to learn and practice targeted skills during routine, planned, and child-initiated activities.

Resources:

Cook, R.E., Klein, M.D., & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. (7th Ed.) Upper Saddle River, NJ: Pearson Prentice Hall.

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.