Writing Good IEP Goals

Knowing that your school is going to put an Individual Education Plan (or learning plan, or whatever terminology your school uses!) can be a great relief.

But not all IEPs are not created equal, and school’s general want a lot of input and collaboration from parents when drafting an IEP. So how can you help ensure the plan is neuro affirming, celebrates your child’s strengths, and doesn’t simply try to teach your child to behave in a neurotypical way?

A good IEP goal is specific, strengths-based, and shows exactly what your child can do with the right supports in place.

One simple scaffold is this:

“With access to… they will be able to…”

This structure reminds everyone that success doesn’t come from pushing harder, or masking — it comes from providing the right tools, environment, and adjustments to help address an unmet need for your child.

For example:
❌ “They will improve their ability to sit still for lessons.”
✅ “With access movement breaks, they will be able to engage in structured periods of learning.”

Using this approach keeps the focus on equity and support, not deficits or ‘undesirable behaviours’. It also makes it easier for teachers to know what to provide—and for you, as a parent, to advocate effectively.

At your next IEP meeting, check each goal. Does it clearly state what your child needs access to and what they can do as a result? If not, it’s worth rewriting together.