Goal statements focus on the educational needs of the student arising from the disability. These statements describe what the student is expected to achieve within a given time period.
Goals need to:
In some instances, goals will specify only the targeted learning outcome and criterion level, as there will be no specific conditions (e.g., equipment, environment) required.
In other instances, goals for students with sensory or physical impairment will specify only the targeted learning outcome and the condition, as the criterion may mirror that of their non-disabled peers.
Targeted learning outcome: to prepare three different snacks
Condition: using picture recipe cards in home economics class
Targeted learning outcome: develop keyboarding skills
Condition: using one handed typing program and small keyboard, in Business Education class
Criterion: of 20 words per minute with 80% accuracy.
To ensure goals are measurable they need to describe observable behaviour. Terms describing physical actions allow goal achievement to be more precisely measured (e.g., to point to, to write, to demonstrate). Goals containing words such as 'appreciate ' and 'improve ' are difficult to measure.
The number of goals varies according to the needs of the individual student. Core team members collaboratively decide how many goals are appropriate.
The team may identify:
Collaborative team planning and decision making encourages shared understanding, consistent approaches and accountability within the team.