IEP Goals for Dysgraphia and Dyscalculia

 

If your child has been diagnosed, putting dysgraphia and dyscalculia IEP goals into the IEP is necessary. An Individual Education Plan (IEP) is needed when a student fails to keep up with regular instruction and has a diagnosed disability that keeps them from learning in traditional ways.

 

The IEP should describe the student’s error patterns and difficulties in detail. It should also list individual goals and appropriate supports that are specific to their exceptionality or disability.

 

Defining Disability in the IEP

 

“Specific Learning Disability” (SLD) is one of 13 possible categories of disability on the IEP, as listed in the Individuals with Disabilities Education Act (IDEA). SLD is defined as …

 

“a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.”  

Clearly, dysgraphia and dyscalculia make sense in this category. Your child may have an IEP that says she has “SLD” but doesn’t name dysgraphia or dyscalculia specifically.

 

However, specific disabilities within the SLD category, like Dyscalculia and Dysgraphia, should be stated in the IEP. Why? So your child can receive specific, proven interventions for each disorder, such as these for dysgraphiaEvery significant problem and challenge should be addressed in the IEP with specific interventions.

Dyscalculia IEP Goals

Dyscalculia IEP Goals

Beware of common supports like, “reader for exams, scribe, extended time, reduced assignments, preferential seating,” which are likely not enough to meet all your student’s needs. They do not fix skill gaps, increase independent learning and improve communication.

 

These supports are useful and generally positive, but they are not, on their own, enough to change how your child learns and increase skills. Dysgraphia and dyscalculia IEP goals should address more than the symptoms of these disorders. They should work with all of the elements that create blocks to learning.

 

So What Should I Ask For?

 

Learn more about strong IEPs, Dysgraphia and Dyscalculia IEP goals, and more from ExceptionALLY. Before their next meeting, log-in to organize your thoughts and know what to request. It’s free for all parents!

 

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Join the discussion 2 Comments

  • Wendy Evans says:

    My child was diagnoses with Adhd and disgraphia. I had SBLC meeting at school and they said nothing can be done currently because he is not failing. He is extremely anxious with all writing assignments and can barely copy in his planner. What should my next step be at this point?

    • Dana Lee says:

      Thanks for reaching out. School has said he’s “not failing.” Is he struggling to access the curriculum? That’s an important factor. Just because he’s able to meet expectations does not mean he’s getting a fair education. This is a hard line to prove. If he doesn’t qualify as having a learning disability, he may qualify for a 504 plan. Of course, if the school isn’t accepting the diagnosis you’re bringing in, and they aren’t initiating their own evaluations, this is hard to prove.

      Can they prove to you, with data, that he does NOT have a learning disability? (Each state draws their own lines as to what qualifies…)