Expectations in Special Education
It's easy to feel defeated when, in the middle of the school year, you realize that your child is not on the right track to reach an IEP goal. The uniqueness characterizing every autistic child creates a particular challenge in the educational setting. Autistic children have a unique cognitive profile that benefits from setting goals that leverage their strengths rather than following a standard curriculum. As a result, teachers modify their objectives to suit each child's unique combination of skills.
When setting goals for an autistic child, it is essential to consider the difference between lowering and changing expectations. Lowering expectations implies reducing the standards or benchmarks set for the child based on preconceived limitations or stereotypes associated with autism. This approach may inadvertently underestimate the child's potential and hinder their growth and development. Lowering expectations may stem from a lack of understanding or awareness of the child's capabilities.
Misconceptions about autism can lead to setting artificial limitations for a child, which in turn can hinder their growth and independence. For instance, in math education, educators may offer less challenging math content, such as arithmetic, assuming that autistic children are concrete thinkers who may struggle with abstract concepts like geometry. This may lead to lower proficiency standards for math skills, limiting the child's potential.
On the other hand, changing expectations involves adapting and modifying goals to align with the child's unique strengths, abilities, and needs. Changing expectations for an autistic child means recognizing and embracing their individuality, strengths, and challenges. It involves setting realistic, achievable goals considering the child's specific communication style, sensory sensitivities, and learning preferences.
Tailoring goals to meet children where they are can foster a sense of empowerment and success by providing the necessary support and accommodations. For instance, in math education, this could involve incorporating real-world applications of math to make the subject more engaging and relevant or emphasizing problem-solving skills with abundant visual and contextual cues rather than relying on rote memorization.
Ultimately, the critical difference between lowering and changing expectations lies in the mindset and approach taken when setting goals for an autistic child. Embracing a strengths-based perspective and adjusting expectations to align with the child's unique strengths and challenges can empower them to reach their full potential and thrive in their way. By recognizing and celebrating the child's individuality and abilities, parents and caregivers can create a positive and nurturing environment that supports the child's growth and success.
If you suspect that expectations have been lowered rather than thoughtfully adjusted, you are not powerless. You can request a review, question goals that don’t reflect your child’s strengths, and push for objectives that promote real growth. I work with parents to identify IEP goals that are misaligned, rewrite them through a strengths-based lens, and advocate for expectations that challenge and support their child appropriately.