It’s important for IEP teams to decide when a student may need extra support at school. This can be included in the Needs section of the IEP. It helps to include the reason why additional support is needed. For instance, it could state, “Rosa needs adult support in the bathroom 3 times a day because she is unable to transfer from her wheelchair to the toilet.”
The IEP team will need to also note the level of support the student currently needs to perform a certain task. Finally, the team can decide what level of support he’ll/she’ll need a year from now and have that written in the IEP goal.
Thinking of a student whom needs help transferring from the wheelchair to the toilet. Right now, the student may need the most support which would be at Level 7: Full physical assistance. The IEP team could predict that in a year the student may only need partial physical support. That level of support can be written into the child’s IEP goal.
A second example is a student that needs adult support when he’s eating his morning and afternoon snacks and during lunch so he doesn’t choke. The student may now be at a Level 5. of support – he needs someone to model or demonstrate chewing each bite of his food for 10 times before he swallows it. The goal may be to fade that need for modeling and in the future, he’ll just need to see someone touch their mouth, gesture level of support, and that is a reminder for him.
There are a few different ways to change the amount of support a child is given. One way is to start with the least amount of prompts and if the student isn’t successful to go to the next higher level of support. For instance, a teacher gives the class the direction, to get their Science textbook out. If the student doesn’t do this, the support person (could be a classmate) could point to the Science book in the student’s desk. If the student still doesn’t do it, the next level of support would be to ask the student what book he needs to get out.