According to Parent Rights in Special Education (Procedural Safeguards) distributed by South Carolina's Office of Exceptional Children at the State Department of Education..."Measurable annual goals should never be dependent upon the child's label: they should always be related to the individual child's needs. Therefore, some ED students will need behavioral goals, but others may not. The issue with many children with ED is that their behavior has interfered with their learning for so long, that even when their behavior comes under better control, they frequently continue to have academic deficits. The present levels should clearly describe how the child's disabilty impacts their ability to access and progress in the general education curriculum. Based upon the information the IEP Team has they will need to prioritize needs and identify the goals, accommodations, behavior plans or other services needed to address the impact of the disability. Depending upon the results of the assesssment the child may have a need for a behavioral goal and/or an academic goal. Either would be appropriate. For children whose behavior has improved, celebrate the achievement, and continue to address the issue around how their disability impacts their ability to access and progress in the general curriculum."
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