VIDBE-Q Volume 68 Issue 2
21
academic goal of our students. We do not need to feel overwhelmed, as with a little
imagination and pre-planning in the assessment and goal writing phrase, we can
cover all nine areas of the ECC. They overlap!
Let us consider that we have a sixth grader academic student with a visual
impairment and a mild learning disability. They need to work on internet research
skills, digital organization of information and materials, and finding recreation
activities they enjoy. They receive 30 minutes per week service from a TVI. In the
table below I illustrate how a goal and its objectives can support self-determination
alongside multiple areas of the ECC.
IEP Goal and Objectives Self-determination (SD) skill areas
Goal: By the end of the IEP period,
Spectacular Student, when presented
with a device with internet access, will
independently utilize their choice of
web browser and research recreational
opportunities within their community,
collect information on a document,
select an activity they would like to
engage in, and make a plan on how to
access the activity, as measured by
student created document.
It is SMART: Specific, Measurable,
Attainable, Relevant, and Timely
It supports all seven component skills
of SD
(1) Choice making
(2) Decision making
(3) Problem solving
(4) Goal making and attainment
(5) Self-regulation and self-
management
(6) Self-advocacy and leadership
(7) Self-awareness and self-knowledge
