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A Guide for Special Educators: How to Develop Effective Goals and Objectives for Children with Disabilities

Yıl 2020, Cilt: 2 Sayı: 1, 48 - 59, 30.01.2020

Öz

Education of children with disabilities are conducted based on Individualized Education Plans (IEP’s). One of the key elements of developing an effective IEP is having adequate descriptions of a child’s present levels of academic achievement and functional performance (PLAA-FP). Each IEP has goal statements that refers the target behavior that will be gained in a year. Developing an effective IEP goal requires some characteristics that are represented by letters of the SMART word. This paper provides information about the characteristics of effective IEP goals and some sample goal statements for the children described in this study. Also, this paper provides a sample activity matrix that inform educators regarding how to develop a daily activity matrix.

Kaynakça

  • Hedin, L., & DeSpain, S. (2018). SMART or Not? Writing Specific, Measurable IEP Goals. Teaching Exceptional Children, 51(2), 100–110.
  • Jung, L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39(4), 54–58. doi:10.1177/004005990703900406
  • Jung. L. A., & Grisham-Brown, J. L. (2006). Moving from assessment information to IFSPs: Guidelines for a family-centered process. Young Exceptional Children, 9(2). 2-11.
  • Katzenbach, J. R., & Smith, D. K. (2005). The discipline of teams. Harvard Business Review, 83, 152-170.
  • Lawlor, K. B., & Hornyak, M. J. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. Development in Business Simulation and Exceptional Learning, 39, 259-267.
  • O'Neill, J., Conzemius, A., & Commodore, C. (2006). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree.
  • Polloway, E., & Patton, J. Serna, L. (2008). Strategies for teaching learners with special needs (9th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
  • Present levels. (2017, September 9). Retrieved from https://www.parentcenterhub.org/present-levels/
  • Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the qualityof individualized education plan (IEP) goals and objectives. Journal of Early Intervention, 23, 92–105. doi:10.1177/105381510002300204
  • Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of individualized education programs and 504 plans of young adolescents with attention deficit hyperactivity disorder. School Psychology Quarterly, 29, 452–468. doi:10.1037/spq0000101
  • The National Center on Quality Teaching and Learning. (2012). Activity matrix. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/iss/embedded-learning/activity-matrix-presenter-notes.pdf
  • Williams, C. (2012). MGMT (5th ed.). USA: South- Western College Publishing.
  • 12 Smart IEP’s. (n.d.). Retrieved from https://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf
Yıl 2020, Cilt: 2 Sayı: 1, 48 - 59, 30.01.2020

Öz

Kaynakça

  • Hedin, L., & DeSpain, S. (2018). SMART or Not? Writing Specific, Measurable IEP Goals. Teaching Exceptional Children, 51(2), 100–110.
  • Jung, L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39(4), 54–58. doi:10.1177/004005990703900406
  • Jung. L. A., & Grisham-Brown, J. L. (2006). Moving from assessment information to IFSPs: Guidelines for a family-centered process. Young Exceptional Children, 9(2). 2-11.
  • Katzenbach, J. R., & Smith, D. K. (2005). The discipline of teams. Harvard Business Review, 83, 152-170.
  • Lawlor, K. B., & Hornyak, M. J. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. Development in Business Simulation and Exceptional Learning, 39, 259-267.
  • O'Neill, J., Conzemius, A., & Commodore, C. (2006). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree.
  • Polloway, E., & Patton, J. Serna, L. (2008). Strategies for teaching learners with special needs (9th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
  • Present levels. (2017, September 9). Retrieved from https://www.parentcenterhub.org/present-levels/
  • Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the qualityof individualized education plan (IEP) goals and objectives. Journal of Early Intervention, 23, 92–105. doi:10.1177/105381510002300204
  • Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of individualized education programs and 504 plans of young adolescents with attention deficit hyperactivity disorder. School Psychology Quarterly, 29, 452–468. doi:10.1037/spq0000101
  • The National Center on Quality Teaching and Learning. (2012). Activity matrix. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/iss/embedded-learning/activity-matrix-presenter-notes.pdf
  • Williams, C. (2012). MGMT (5th ed.). USA: South- Western College Publishing.
  • 12 Smart IEP’s. (n.d.). Retrieved from https://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf
Toplam 13 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mustafa Karnas

Yayımlanma Tarihi 30 Ocak 2020
Gönderilme Tarihi 17 Aralık 2019
Kabul Tarihi 13 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 2 Sayı: 1

Kaynak Göster

APA Karnas, M. (2020). A Guide for Special Educators: How to Develop Effective Goals and Objectives for Children with Disabilities. Muallim Rıfat Eğitim Fakültesi Dergisi, 2(1), 48-59.