Running Head: COLLABORATIVE LEARNING COMMUNITY: MD IEP
Collaborative Learning Community: MD IEP
Grand Canyon University
Duchenne Muscular Dystrophy
The Individual Educational Plan (IEP) is the driving document that promotes academic
success. It is important when designing the Individual Educational Plan that the annual goals are
determined based on the team analyzing the disability, student’s strengths, and student’s
weaknesses. The annual goals and objectives need to be stated in measurable terms so that any
professional working with the student can understand what the annual goal is and how the goal is
going to be measured for success. The annual goal should be developed with the expectation
that the student can achieve mastery successfully during the Individual Educational Plan
timeline. Each annual goal should have three components which are the condition, observable
behaviors, and how well the student must perform the task/activity.
The short term goals with the objectives are benchmarks in the necessary progress towards the mastery of the annual goal. The short term objectives need to be stated in behavioral terms in accordance to what the student will do and the criteria to determine successful completion of the short term objective. The type of criteria is determined based on grade level, rate, time, percentage, or a descriptive statement.
In measuring all goals for mastery, the measurement needs to be very specific to the student, needs to be entirely objective, quantifiable, and clear. Accommodations and additional supports need to be identified on the Individual Educational Plan to provide the level of support that promotes student success. Current level of performance
The student who is a 13 year old male is a very enthusiastic and happy boy who loves to read, be around people, and listen to music. Currently, though he is in the 7th grade, he is
performing in the 5th grade level in areas of reading and math. As his arm and leg muscles are
very weak, his fine motor movements are impaired and as a result he writes poorly and is bound
to a wheel chair for mobility. His receptive skills are better but his expressive skills are not very
clear. Sometimes, the student gets frustrated when he has a hard time accomplishing the task and
throws angry outbursts at peers and teachers. The special education teacher and the physical and
occupational therapists work with him closely to support his educational, physical, and
functional needs in all possible ways.
Short Term GoalsThe student will write clearly and legibly 3 out of 5 times when provided a topic to write.Objectives * The student when given a sentence to write will write few words clearly legibly 2 out * of 5 times in two month period. * The student when given a topic to write will write most of the words in the sentence * clearly and legibly 3 out of 5 times in four month period. * The student when given a topic to write will write most of the sentences in the passage clearly and legibly 4 out of 5 times in a six month time period.Short Term GoalsThe student will engage in meaningful conversation with peers and others or participate in challenging tasks when provided opportunities for social interaction and cooperation with peers and others.Objectives * The student when given an opportunity to take turns playing a bingo math game will take turns 2 out of 5 times in a two month period. * The student when given an opportunity to take part in group projects will successfully take part playing the challenging game 3 out of 5 times in a four month period when verbally praised by teachers. * The student when given an opportunity to take part playing...
References: A.D.A.M. (2012). PudMed Health: Duchenne muscular dystrophy. Retrieved February 10,
2012, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001724/
Nereo & Hinton (2003)Duchenne muscular dystrophy. Developmental and Behavioral
Pediatrics, 24 (2), 96-103
Snell, M. E. & Brown, F. (2005). Instruction of Students with Severe Disabilities (6th ed.) Upper
Saddle River, NJ: Prentice Hall. ISBN-13: 9780131143357
"Teaching the Terminally Ill Child" by Ainsa from Education (1981), located in the GCU
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