Student will communicate using more conventional gestures within motoric or sensory means.
*Use of conventional gestures may not be a realistic goal for learners with significant motor or sensory impairments. Most conventional gestures are learned through visual modeling which may not be an avenue of learning for students with significant visual impairment. Similarly, learners with significant motor impairments may not be able to demonstrate conventional gestural forms. Once again what is most important at this stage is clear evidence of the intent to communicate.
Ways to Refuse ◊ Ways to Obtain ◊ Engage Socially ◊ Share Information
Transdisciplinary IEP Goal Examples
Given a visual and verbal greeting (wave + “hi”) presented within sender’s visual field , sender will return greeting by repeating gesture, as measured by teacher, SLP and OT.
While in a supported, seated position, during literacy activity, sender will answer yes/no questions about a familiar book by nodding “yes” or shaking head “no” as measured by teacher, SLP, PT.
Sender will demonstrate increased head control in order to turn head to left and right indicating “no” to protest/reject when offered undesired object, as measured by PT.