IDEA states that, “the education of children with disabilities can be made more effective by … having high expectations for such children and ensuring their access to the general curriculum to the maximum extent possible, in order to meet the developmental goals.” (20 U.S.C. 1400(c)
For our youngest learners, there are often questions about what constitutes the general curriculum. Since the CT ELDS outline what children birth to age five should know and be able to do, this is an easy to access tool for writing standards-based IEPS focused on access to the general education curriculum.
The National Association of State Directors of Special Education document, A Seven-Step Process to Creating Standards-based IEPs outlines a process of writing IEPs based on state standards. While this document refers to “content standards,” the CT ELDS address the whole child and include the following areas of development:
- Social and Emotional Development
- Physical Development and Health
- Language and Literacy
- Creative Arts
- Social Studies
Look for training on writing IEPS based on the CT ELDS coming in Fall 2019.
The following are helpful resources:
Connecticut Office of Early Childhood. (2013). The Connecticut Early Learning and Development Standards.
The Early Childhood Technical Assistance Center (ECTAC), (2014). Enhancing Recognition of High Quality, Functional IEP Goals,
The National Association of State Directors of Special Education, (2007). A Seven-Step Process to Creating Standards-based IEPs.
Understood for Learning and Attention Issues (2014-2018). 5 Benefits of Inclusion Classrooms.
Alabama State Department of Education, (2012). Standards Based IEPs for Preschool Children.
Vermont preschool IEP on ECTAC website: