When adaptations such as those listed under the previous question are not sufficient to meet the needs of a student, it will be necessary to modify the learning outcomes for that student. Individualized goals and objectives will be developed and recorded in an IEP. In some activities, it may be possible for the student to participate fully, while for others the student can be in the classroom but work on another activity which is planned to meet special needs. Opportunities for real interactions between the student with intellectual disabilities and other students in the class should be a priority. Some activities will take place in other settings such as the community, the off-site work placement, or the resource classroom.

Who will set the goals to meet the student's needs?

The school-based team should set the individual goals as part of the IEP process. For many students with intellectual disabilities, these goals are broad and related to social and behavioural areas. For example, a student might need to learn how to manage the use a locker., make use of the school cafeteria, carry on conversations with peers, develop appropriate communication to express feelings, carry out self-care routines, and the like. For other students, the goals may be more academic, such as acquiring a sight vocabulary or basic mathematical skills.

How can I get help translating the goals into objectives with appropriate learning activities and teaching strategies?

The classroom teacher will most likely be the person who is responsible for developing the objectives and strategies. Once the objectives have been decided upon, they may need to be broken down into small learning tasks which can be part of the student's daily activity. Teachers should feel comfortable asking the school-based team for support and advice. In some cases, the planning can be done jointly by the classroom teacher and support personnel in the school, such as the integration support teacher, resource teacher, or learning assistance teacher.

Where can I get examples of good IEP's to use as models?

Teachers who will have a student with intellectual disabilities in their classes can have experienced colleagues walk them through a few examples of IEP's. Colleagues can also provide feedback on the plan as it takes shape. Collaboration with others who are involved in IEP development is also a good idea.

How can I turn a broad goal into objectives?

The example in the box on this page illustrates one individualized goal for a student, with the objectives developed by the teacher, and criteria for meeting the goal. Examples of IEP's with goals and objectives for students with intellectual disabilities are included in the case studies appendices.

Examples of Curriculum Modifications:

Teachers may want to consider modifications such as the following when outcomes are changed to meet a student's needs:

• Give more concrete assignments on a related topic.
• Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding.
• Give easier questions on same concept.
• Assign the same materials on other concept. For example, addition instead of multiplication.
• Use high interest/low vocabulary resources.
• Provide community preparation such as:
  • trips to community locations such as stores.
  • opportunities to apply functional skills in different settings.
  • job related experiences such as running a small business.
  • individualize community tasks for each student based on different needs.

When making modifications the teacher should change only that which is necessary to meet the needs of the student, with a view to fostering inclusion.