Curricular Philosophies Reflected in Individualized Education Program Goals for Students with Complex Support Needs

Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and...

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Bibliographic Details
Published in:Intellectual and developmental disabilities 2021-08, Vol.59 (4), p.283-294
Main Authors: Kurth, Jennifer A, Lockman-Turner, Elissa, Burke, Kathryn, Ruppar, Andrea L
Format: Article
Language:English
Subjects:
Activities of daily living
Age
Alignment (Education)
Communication
Core curriculum
Court decisions
Curriculum
Disability
Educational Needs
Educational Objectives
Educational Philosophy
Elementary Secondary Education
Goal setting
Individualized Education Programs
Individualized Instruction
Learning
Mathematics education
Mathematics teachers
Philosophy
Problem solving
Reading comprehension
Severe Disabilities
Skills
Social studies
Special education
Students with Disabilities
Teaching
Teaching Methods
Teaching Skills
Young Children
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Summary:Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s-1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.
ISSN:1934-9491
1934-9556
DOI:10.1352/1934-9556-59.4.283