IEP Nutrition Related Goals and Objectives
Special Diet Needs | Individualized Education Plan (IEP) | 504 Accommodation Plan
Individuals with Disabilities Education Act (IDEA)
The term child with a “disability” under Part B of the Individuals with Disabilities Education Act (IDEA) means a child evaluated in accordance with IDEA as having one or more of the recognized disability categories and who, by reason thereof, needs special education and related services.
IDEA Recognized Disability Categories
- Autism
- Deaf-Blindness
- Deafness
- Emotional Disturbance
- Hearing Impairments
- Mental Retardation
- Multiple Disabilities
- Orthopedic impairments
- Other health impairments due to chronic or acute health problems, such as Asthma, Diabetes, Epilepsy, a Heart Condition, Hemophilia, Lead Poisoning, Leukemia, Nephritis, Rheumatic Fever, Sickle Cell Anemia, Tuberculosis
- Specific Learning Disabilities
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment, including Blindness
*Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) may fall under one of the thirteen categories. Classification depends upon the particular characteristics associated with the disorder and how the condition manifests itself in the student, which will determine the category.
For more information on Part B of the Individuals with Disabilities Education Act, please visit the U.S. Department of Education IDEA Web site.
Individualized Education Plan (IEP)
The Individualized Education Plan (IEP) is a written statement for a child with a disability that is developed, reviewed and revised in accordance with the IDEA and its regulations.
The Individualized Education Plan (IEP) is the management tool for students receiving
special education and related services.
The IEP is designed to ensure that each student with a disability is provided special education and related services appropriate to his/her learning needs. It sets forth in writing a commitment of resources which are necessary to enable these students to benefit from special education and related services. Further, it is a communication tool to ensure that all service providers have knowledge of the student’s academic problems and the services to be provided. In addition, the IEP establishes a system by which families of students with special needs work as part of an interdisciplinary team to develop related services.
The IEP includes annual goals, short-term objectives and a schedule for evaluation. It is to be reviewed periodically and its provisions revised, when appropriate. A meeting shall include a representative of the local school division, other than the child’s teacher, who is qualified to provide or supervise the provision of special education; the child’s teacher; one or both of the child’s parents; the child when appropriate; and other individuals at the discretion of the parents or the local school division. For example, a nutritionist may be involved when a nutrition problem is identified for a child with special needs.
It is important to note that every student with a chronic illness may not be labeled disabled and, therefore, would not have an IEP. Special consideration is needed to ensure that resources and services will be provided for chronically ill children with special nutritional needs or feeding problems. For example, a student with diabetes may require special dietary considerations during the school day. Nutrition services should be available to this student through a 504 accommodation plan. Feeding or nutrition modifications would be considered "necessary accommodations" for a chronically ill child.
Incorporating nutrition goals and objectives into the education program will facilitate the delivery of services to improve the nutritional status of children with special needs. These goals and objectives will facilitate instruction on dietary needs and compliance.
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