IEP-how do they look like for the very little ones(2.5 and change?)

[davidsmom184]

What can I expect? I've read a few threads here on them but mostly for older kids. I saw the web page and the school district has special pre-k for kids 3-5.

Of course, DH won't go ,and says that I'm using resources that could go to other kids.

Here are my goals:

1. get him to talk at age level
2. get him to interact more with others
3. direct aggression during tantrums towards objects, and then eventually have less of that aggression.

Are they too broad? should #1 be something like
1. get him to say X number of words in X months? and then 2 could be -he actually listens during story time.

[sapphire_chan]

What were the suggestions of the people who did his evaluation?

I don't think IEPs work quite like that, though. I think they'd be more likely to outline what talking work would be done with your ds, how the teachers can and cannot respond to tantrums, whether your ds gets an aide and at one times of the day. That sort of thing.

Stuff like speaking X words would probably be worked out directly with a therapist.

And it'd actually protect you to not have anything like "until he can do XYZ" in an IEP, because if the IEP were limited to when your ds accomplished certain goals, then the school would be perfectly legally able to stop services when those goals were met even if your ds had developed new issues.

Your ds will definitely have to have an evaluation to get an IEP. The evaluation would help convince your dh as well.

[davidsmom184]

I got the assessments scheduled.

[davidsmom184]

^^^I meant the assessments by the district.

Anyhow, the private ST recommended that I take DS in twice and week,and the OT wants to see him once a week.

The ST especially noticed the delays in speaking.

Thanks for the tip, SC!

[~cassie]

For my son, age3, his language goals are more targeted. Get him to produce specific sounds(b, m, etc), At the time he was speaking in 2-3 word phrases, so on his IEP it was to encourage 3-4-5 word phrases. I don't remember what all is on there, but it did outline a few very specific things as well as a few broad things.

[Lollybrat]

By law, IEP goals should be specific and objectively measurable. So, for example, an appropriate goal would be things like: "Joey will use two-word phrases to make requests 75% of the time" or "Joey will participate in a turn-taking activity with another child and remain in that activity got three turns in three put of five trials".

Goals should also be realistically achievable during the effective period of the IEP, which is usually one year. If your child achieves these goals before the year is over and your child still qualifies for services, you can call another IEP meeting and request new goals.

In my experience, the school therapists and teachers usually have specific goals in mind based on my son's evals. I will request additional goals that I believe are important and want DS to work on. But most of the time the goals I want and the goals the teachers and therapists suggest are pretty much in line.

[asch8]

My son is 3 and his goals are pretty specific. In speech they have 10 sounds that they want him to say by end of the quarter. (b,m,p etc.) they have how he should interact with his peers (for instance play with another child for 25% of the day, listening to teacher for 25% of the day, self help skills for 25% of the day) then in ot they have drawing a circle, vertical line, and horizontal line, coloring and gluing and using the scissors doing the day. He goes to school 4 days a week for 2.5 hours a day. Hope this helps

[carrotsprout]

my dd had an iep when she was three. it was VERY specific.

i don't remember the exact speech goals. she has had several iep's with speech goals now so that part is hard to remember.

however, i *do* remember some of her physical therapy goals a bit better:
sit through reading circle in a bumbo seat.
walk up two steps without using arms.
catch a ball with two hands
slide down a slide belly first

we had a second meeting after six months instead of a year. at that time the goals were increased. the bumbo seat went up to meals, snacks, and circle time, the steps goal was dropped because it was counterproductive. the ball one was increased, the slide goal modified to be in regular position.

each item had specific measurements which i don't remember. if there are pt goals be as specific as possible. very few kids will still get pt by kindergarten. if the pt goals are very specific the new team members will be aware of the prior goals. we had a good ot who unofficially continued to work on her pt.

an example of a description may be like this: johnny will catch a 5-7 inch diameter textured ball on 2 of 3 consecutive attempts 80% of the time; within 10 total attempts. counting to begin with first succesful catch of session.

the percentages can be difficult to understand and word correctly but are critical. we were working on my daughter's endurance so we really wanted 2 of 3 right together. the percentages are good for a 6 month meeting that will be a more lighthearted checking in meeting. percentages are easy places to look at incremental steps during these meetings that will not have everyone there. (for us, 6 month were quite informal, often just me and the special ed teacher--much like a teacher parent conference.

detailed goals are essential. pretend you didn't get to be at the meeting and try to read the goals. if they aren't clear without benefit of the meeting they need to be modified. it is far easier to include those details on the spot than it is to go back and reconstruct for the next therapist.

hth.