Are you new to implementing IEPs in preschool? Are you in a mixed aged or sped preschool classroom? Individualized Education Plans (IEPs) is an invaluable tool for supporting students with diverse learning needs in preschool classrooms.
As teachers, creating and implementing effective IEPs can ensure that each child receives the specialized support they require to thrive academically and socially. In this blog, we’ll explore practical strategies for developing and implementing IEPs in preschool settings.
Understanding IEPs
An IEP is a personalized plan designed to meet the unique educational needs of a child with disabilities. It outlines specific goals, instructional strategies, accommodations, and services tailored to the individual student. In a preschool setting, IEPs play a crucial role in supporting children’s early development and laying the foundation for their future success in school and life. It is also important that we understand that each child is an individual- not a diagnosis or disability.
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Differentiated Instruction
Differentiation means adapting instruction to meet the diverse needs of all students in the classroom, including those with IEPs. Provide a variety of learning activities, materials, and instructional methods to accommodate different learning styles and abilities. Some examples of differentiated instruction are: providing access to sensory work, retelling with the use puzzle pieces, puppets or felt pieces. This also entails minimizing worksheets and using hands on learning to teach main points. Some students may use adapted scissors or tools to complete the same assignment.
Individualized Support
Provide one-on-one support and small group instruction as needed to address the child’s specific IEP goals and objectives. When working on IEP goals, I work with students during centers for no more than 5-10 minutes. Some days it’s working directly on goals, the other days I’m probing to collect data. Centers, recess, and lunch is a good time to collect data on independence, fine motor skills and social skills. Modify activities and assignments to scaffold learning and promote success.
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Assistive Technology
There are so many forms of assistive technology (AT). Integrating appropriate assistive technology tools and resources to enhance the child’s access to the curriculum and facilitate communication, mobility, and independent learning is important! It must be on their IEP or if you find yourself using something consistently make sure to take note of it so that you can add to their current IEP. In current preschool classroom, I have students who use adaptive tools, such as pencil grips and adapted scissors. Students also have access to sensory and fidgets such as access to trampoline, play-doh/putty, pop-its, chewy necklaces, and so much more! Click here for more information on AT devices.
Progress Monitoring
Progress monitoring is the best way to know if you have to adjust strategies or interventions or continue as is. Continuously monitor the child’s progress towards their IEP goals through regular assessments and observations. Most preschool goals are observation based. I love these data sheets. I alway look for easy- and online data sheets that I can access via my work iPad are my favorite. I like to have my IEP at a glance near by to make sure I’m aware of the accommodations I should be using and I jot down anything else I might additionally be using.
Most of my preschool student have social skills goals and language based goals. Fun toys help with speech development. I’m always looking for fun and engaging toys that get students excited. I will usually their IEP folder and my iPad with me to take notes on IEP goals along with any other information I think is important for me to remember. When I get ready to type up present levels of academics performance, I use my notes along with assessments to create an accurate picture of what the student is able to do.
Collaboration and Communication
This contact log is included in the IEP planner.
It is essential that you recognize that this is usually the first time a parent is experiencing the IEP progress. As an Early Childhood Special Education Teacher, my number one goal is to prioritize communication and collaboration with parents. Frequent check ins and updates are recommended. Many of our students are non-verbal or speech imparted and are unable to communicate with parents how their day went. Collaborate with parens on strategies for supporting the student both in the classroom and at home.
Usually, I call the first week of having them in my class and then I make sure to send photos frequently. You may have a daily folder for communication or an app. Either way, you should prioritize parent communication. This strategy helps when we have to discuss behaviors in class- if you have been in communication. It will not be a surprise and parents are more willing to accepts and assist.
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