| The IEP goals autism sufferers typically attempt to | | | | of the IEP meeting to draft the document such as: |
| achieve include more effective learning, minimized | | | | 1. Before the meeting occurs, review your child's |
| symptom behavior, and an individualized understanding | | | | information, including that provided about home, the |
| experience. | | | | community (such as doctors, tutors, therapists, etc.), |
| An IEP is the individualized education plan created for | | | | and schools. If you find that the information fails to |
| your child's learning experience at school. The IEP | | | | show the complete picture, make an effort to fill in as |
| provides a uniquely tailored document that steers the | | | | many of the missing pieces as possible. You want to |
| educational development for the individual child, allowing | | | | be certain that the picture you're painting of your child's |
| teachers, parents, and experts to recognize whether | | | | unique situation is as accurate as it can be. Bring your |
| or not progress is truly being made. | | | | records to the meeting, including pictures your child has |
| The IEP goals parents are seeking are an overall | | | | drawn or painted, any work your child has done, |
| outline that includes measurable elements so that | | | | audiotapes, and/or videotapes that demonstrate any |
| progress - or lack thereof - may be recognized. No | | | | insights or specific concerns that you would like to |
| two plans are the same and they each have their | | | | share. |
| own individual purpose and steps for achieving further | | | | 2. If your child will be in attendance for all or a portion |
| educational development. | | | | of the IEP meeting, make sure to let him or her know |
| Parents often wonder exactly what role they play in | | | | in advance exactly the way the meeting will function. |
| the development of their child's IEP, its goals, and its | | | | Inform your child that it is a very important meeting and |
| practice. Fortunately, there are many resources that | | | | that any ideas or opinions that he or she may have to |
| help to guide parents along this sometimes daunting | | | | contribute will be helpful. You may need to prepare |
| road. | | | | your child about every part of the meeting and that he |
| The first thing parents should do is sit down with their | | | | or she may need to speak up. Speak with your child |
| child's instructor(s) to discuss their child's needs, | | | | about the ways that he or she can express feelings |
| challenges, and various autism symptoms and | | | | and ideas. |
| behaviors. This will help to ensure that their child's IEP | | | | 3. Brainstorm with the people who know your child well |
| and its goals are indeed laying a practical, workable | | | | - family members, friends, teachers, therapists, tutors, |
| foundation for the educational services that he or she | | | | and consultants, for example - to get some ideas to |
| will be receiving. | | | | bring to the IEP meeting. Write everything down so |
| It is vital that the parent understand exactly what the | | | | that you won't forget. |
| IEP means and how it will be impacting the autistic | | | | 4. Ask questions to any team member at the IEP |
| child's learning. Therefore, parents should always feel | | | | meeting so that you always understand. Never |
| encouraged to do their own research, ask for second | | | | hesitate to request further explanation. If you don't |
| opinions, and pose as many questions as necessary | | | | agree with something, ask more questions and request |
| until the IEP is fully understood. | | | | backup information that will support that person's claim. |
| Experts recommend that parents think of IEP goals as | | | | If you have information that states something different, |
| a process and a document to be set, instead of a | | | | don't hesitate to share it. |
| vague indefinable concept. This way, parents are | | | | 5. Be thorough about your efforts at the meeting. |
| better able to learn each of the parts of the autism IEP | | | | Make sure that you agree completely with what is |
| and its goals throughout the creation of the final | | | | being suggested, and with all of the language used in |
| document. | | | | the document. Before any of the IEP goals autism |
| With each new school year, parents become more | | | | processes are finalized, make sure that you're certain |
| familiar with the various steps to writing IEP goals their | | | | your child's unique needs will be met and that you |
| children will be working to achieve. They learn many | | | | haven't left any doubts in your mind. |
| important tips and strategies for getting the most out | | | | |