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Collaborative Individualized Education Programs: Developing Educationally Relevant Goals and Objectives

presented by Dottie Handley-More

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Disclosure Statement:

Dottie Handley-More receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
The purpose of this course is to describe the process for writing collaborative individualized education program (IEP) goals and objectives in school-based practice. The course identifies the essential elements of the present levels of academic achievement and functional performance (PLAAFP) and IEP goals and objectives as identified in the Individuals with Disabilities Education Act (IDEA) and provides strategies for developing and monitoring progress on goals and objectives that are educationally relevant.

Meet Your Instructor

Dottie Handley-More, MS, OTR/L

Dottie Handley-More, MS, OTR/L, is an occupational therapist with 30 years of experience in the school-based practice. She has published and presented on a variety of topics including leadership, best practices, the Individuals with Disabilities Education Act, occupational therapy decision-making, pediatric assessment, and consultation and collaboration. Ms. Handley-More edits the "Collaboration and Connections" column for…

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Chapters & Learning Objectives

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1. What Is Educationally Relevant?

This chapter will describe educational relevance and identify key considerations when developing goals and objectives that are educationally relevant.

2. Gathering Student Performance Data

This chapter will provide strategies for gathering relevant student performance data and contributing to the student’s present levels of academic achievement and functional performance (PLAAFP).

3. IEP Goals and Objectives: The Essential Elements

This chapter describes the essential components of IEP goals and objectives and how to write them. Considerations for defining the behavior, establishing measurable criteria, and identifying the conditions will be discussed.

4. Monitoring Progress

This chapter describes the process for monitoring progress on IEP goals and objectives. Strategies for data collection and reporting on progress will be discussed.

More Courses in this Series

Collaborative Individualized Education Programs (IEPs): An Overview of the Process

Presented by Dottie Handley-More, MS, OTR/L

Collaborative Individualized Education Programs (IEPs): An Overview of the Process

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
The purpose of this course is to provide an overview of the individualized education program (IEP) development process for occupational therapy practitioners working in school settings. The Individuals with Disabilities Education Act (IDEA) and occupational therapy practice guidelines stress the importance of collaborative teaming when developing programs for children and youth with disabilities. This course describes the components of an IEP as identified in IDEA and offers strategies for working with teachers, family, and other team members to develop collaborative programs of supports and services as part of the IEP process.

View full course details

Collaborative Individualized Education Programs (IEPs): From IEP to Intervention Plan

Presented by Dottie Handley-More, MS, OTR/L

Collaborative Individualized Education Programs (IEPs): From IEP to Intervention Plan

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
The purpose of this course is to explain the process for developing an occupational therapy intervention plan within school-based settings. The course uses the American Occupational Therapy Association guidelines to describe the intervention planning process and identify the components of an occupational therapy intervention plan. The course will also discuss the differences between an individualized education program (IEP) and an occupational therapy intervention plan and provide strategies for developing and documenting intervention plans.

View full course details

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