How is the IEP Implemented at the Early Childhood Level?

For preschool aged children with fragile X syndrome, an IEP might include goals in any of the following areas: Language (for both comprehension and expression), self-help (toileting, dressing, eating), play skills, readiness (colors, numbers, letters), math (counting, sorting, recognition of sizes and shapes), behavior (cooperation, listening, following routines and directions), sensory-motor development (calming), fine-motor control (coloring, cutting), and gross-motor development.

The minutes mandated in the IEP may be provided in a number of ways. For example, an occupational therapist and a speech-language pathologist might come into the early childhood room twice a week and provide joint activities for the entire class (e.g., language and movement activities that tie in with the current story or theme in a classroom). Then, the speech pathologist might pull one child to the side of some specific work on a particular IEP goal. The occupational therapist might provide deep pressure before the child begins writing and cutting activities and might show the early childhood teacher or aide how to provide calming techniques. All of these would be counted as "minutes" for the child.

It is important for parents to realize that the choice of service delivery model at the early childhood level does not mean the child will always be in that setting. Some families may opt for an intensive language program designed for children with language delays at the early childhood level, with the plan that a more inclusive setting will be more appropriate at the elementary level.

Gail Harris-Schmidt, Ph.D., CCC-SLP
Saint Xavier University
Chicago, Illinois

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