This post is authored by Terri Mitchell; a HighScope field
consultant who currently serves as the Early Childhood Administrator in Canyons
School District in Sandy, Utah. Terri is a certified teacher in special education
and early childhood special education. She has contributed her experience with
instructional coaching, assessment, and systems change to the development of
several high-quality early childhood programs. She co-authored the book I
Belong: Active Learning for Children with Special Needs (HighScope Press).
Talking to Parents about IEP Goals
Sharing with parents how their child’s Individual Education
Program (IEP) will be implemented in the classroom can help alleviate their
concerns about how their child’s goals and development will be supported and
monitored.
In this article, we’ll look at information a teacher shared
with the parents of a child named Alysia. The teacher explained how Alysia’s
parents’ communication goals would be supported and embedded within the daily
routine of the classroom.
A Conversation with
Alysia’s Parents
The teacher begins by confirming that one of Alysia’s
communication goals is to use a two- to three-word phrase. The parents agree and
ask, “When can Alysia practice this in your classroom, and how will you
practice this with her?” The teacher responds, “Alysia will have many
opportunities to communicate within our daily routine.”
Then the teacher walks the parents through each part of the
day and shares the following examples:
• Greeting Time: “We sing a greeting song every day and discuss
what is written on the message board. Often children call out the messages and
say what they think they mean. I will encourage Alysia to share her own ideas, whether
it is by a single word or gesture, or even repeating what one of her classmates
has stated, as a way of helping her understand how verbal and nonverbal communication
carries meaning.”
• Planning Time: “Alysia will be able to use a variety of
props, photos, and drawings to share her choices. For example, she might indicate
where she plans to play by choosing a toy from that area. As she becomes more
comfortable using words, I will encourage her to describe the materials and how
she plans to use them.”
• Work Time: “This is the time Alysia is able to carry out
her plans and interact freely with adults, peers, and materials in the classroom.
Adults will be supporting and expanding the words Alysia uses. For example, if
she says, ‘book,’ I might say, ‘You want me to read you this book.’ Later
Alysia herself might be able to say, ‘Read book’ or ‘Read me a book.’ I can
also help with interpreting for peers as needed. For example, if Alysia says
‘red’ and points, I might say, ‘Jonah, I think Alysia is asking you to move the
red crayon closer to her.’ Suppose Jonah does this and Alysia smiles in
response — the two of them are then forming their own bond. At a later time,
Alysia may use a short phrase when addressing Jonah directly. Moreover, if
Jonah speaks to her in short sentences, she might be motivated to do the same
with him. Sometimes, children learn more from one another than they do from
adults!”
• Cleanup Time: “Alysia is very good at matching pictures — she
will be able to help her peers put items away by matching the labels on the
toys with the labels on the shelves. By adults and children occasionally
attaching words to the labels (for example, I might say, ‘you put the puzzle on
the shelf’), Alysia will gradually learn new words and simple phrases.”
• Recall Time: “This is when Alysia can share what she did
during work time, including talking about the materials she used and peers she
interacted with. Again, she can use the words she has but I will have props and
pictures to support her communication.”
• Snack Time: “Often at snack time children continue their
conversations about what they have done at work time. This is also a wonderful
time to initiate new conversations. Children share the responsibilities of
passing out napkins, cups, and milk, and they talk about what they are doing
with one another. We eat together family style, which provides a nice
atmosphere for conversations. You can help me involve Alysia by telling me
things that Alysia has done recently at home, and I can introduce those ideas
into conversations. You’ve already told me some of her favorite foods. By
serving these at snack time now and then, she might comment on the fact that
she likes them or eats them at home.”
• Large-Group Time: “Everyone meets together as a whole
group in our block area. We sing songs and move in different ways. Children who
want can take turns being leaders in these activities. We encourage children to
change the words in songs and will ask Alysia for her ideas. We will also
encourage Alysia to name and demonstrate movement ideas, for example, patting
their shoulders. We can provide picture cards of the movements until she is
able to name the movements.”
• Small-Group Time: “This is when children work in small
groups to explore materials, practice skills, and form concepts. As I move
among the children, I will also have the opportunity to work one-on-one with
Alysia. Alysia will have many opportunities to describe the materials and how
she is using them, as well as to exchange ideas with me and her peers. These
activities will support her vocabulary growth, and gradually she will begin to
combine the new words she is learning into short phrases and then simple sentences.”
This example illustrates how focusing on parents’ concerns about
their children with special needs within the context of the daily routine and
learning environment can help to create a vision for family members that their
young children can participate, belong, and thrive in a HighScope classroom!
From: Extensions
Newsletter (p.9) authored by Terri Mitchell, Ypsilanti, MI: High/Scope
Press. © Year High/Scope Educational Research Foundation. Used with permission.
