IEP Components - A Proposed S.M.A.R.T. Framework for Designing Individualized Educational Plan (IEP) for Young Children with Disabilities By Arnold Chee Keong

This issue of NASET’s IEP Component series was written by Arnold Chee Keong, CHUA, MEd/BCSE. Young children with developmental disabilities such as autism spectrum disorder, global developmental delay, cerebral palsy, and Down syndrome is on the rise in Singapore. Children diagnosed with such disabilities at the age of three years or below will undergo an early intervention program to prevent or minimize developmental delays. Teachers in the early intervention sector require to develop an Individualized Education Plan (IEP), a written statement of the educational program designed to meet a child's individual needs. Every child who receives special education services must have an IEP. Educators working with children of various disabilities need to consider several factors in the formulation of an appropriate IEP. Using the proposed S.M.A.R.T. framework, this paper discusses five key elements of designing an IEP (S: Specificity, M: Meaningful, A: Appropriateness, R: Routine-based, and T: Transferability) which educators can adopt so as to improve the quality of written IEP goals and objectives. It is hope with this framework, the child’s learning can promote engagement, social interaction, and finally independence.

 


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