When developing IEP goals for a student with epilepsy, it’s important to consider their unique needs and how seizures may impact their learning, behavior, and safety. IEP goals should address both academic and non-academic areas, like health management and social-emotional well-being.
See also: Common 504 Plan Accommodations for Epilepsy and Seizures
IEP Goals for Epilepsy
We all would love to have more control over epilepsy. However, that’s obviously not a realistic IEP Goal.
However, an IEP can include goals related to epilepsy, even though it is a medical condition over which an IEP team has no control. Many of these IEP goals are related to self advocacy.
- Recognize and Communicating seizure triggers in real time
- Recognize and communicate learning issues related to seizures (work completion, processing, etc.)
- Recognize a seizure coming on and seek assistance or safety; this is also important because it may include anxiety or embarrassment; students shouldn’t be embarrassed about seizures but often are.
- Recognize and communicate areas of need related to their epilepsy and seizures
- Manage their medication; this is an ESSENTIAL SKILL for living independently, and yes if the child receives medication at school, this is a goal that can be worked on
- Identify and make good choices related to their epilepsy; IE-not allowing themselves to get dehydrated, maintain good diet as directed by their medical team, good choices related to alcohol, etc.
- Be able to self advocate as pertains to their epilepsy–notifying a staff person of triggers present in their environment, etc.
Should you get an IEP or 504?
In many situations, a 504 plan is appropriate. Remember that a 504 plan is only for accommodations. However, there are lots of students out there who have milder cases of epilepsy, experience only occasional seizures and their learning is not disrupted.
But, seizures are very hard on the brain. We know that seizures affect everything from cognition to quality of sleep. Epilepsy also intensifies symptoms and behaviors associated with anxiety, autism and other comorbidities. All of this can and will affect a child’s ability to ‘access and benefit from’ their education.
Academic Goals related to Epilepsy
Goal 1: Focus and Attention
Objective:
By the end of the school year, the student will increase their ability to stay on task in class with minimal redirection, as measured by teacher observation, from 40% to 80% of the time during a 30-minute lesson.
Supporting Strategies:
- Provide frequent check-ins during activities.
- Break assignments into smaller chunks with scheduled breaks.
- Allow for accommodations such as extended time for assignments and tests.
Goal 2: Memory and Recall
Objective:
Given a lesson, the student will recall key points from a reading or lecture with 90% accuracy on verbal or written assessments after receiving additional processing time (e.g., 1.5 times the usual time) for 80% of the assessments.
Supporting Strategies:
- Provide notes or outlines for lessons.
- Use visual aids and memory aids (e.g., graphic organizers) to reinforce learning.
Goal 3: Managing School Work After Seizures
Objective:
By the end of the year, the student will be able to complete missed assignments due to a seizure within 48 hours of the absence, with 80% accuracy in completing tasks as measured by the teacher.
Supporting Strategies:
- Provide access to a peer tutor or support person to assist with missed work.
- Use digital tools to track assignments and deadlines.
Social/Emotional Goals for Epilepsy
Goal 4: Self-Advocacy
Objective:
The student will independently communicate their need for extra time or breaks when experiencing fatigue or side effects from medications, with 80% consistency over the course of a semester.
Supporting Strategies:
- Encourage the student to use a visual or verbal cue to ask for breaks.
- Create a self-advocacy plan outlining accommodations to use when needed.
Goal 5: Anxiety and Stress Management
Objective:
By the end of the school year, the student will demonstrate coping strategies (e.g., breathing exercises, using a calm-down corner, or taking a short walk) to manage anxiety related to potential seizure occurrences, with 90% consistency across 4 weeks.
Supporting Strategies:
- Teach specific coping strategies.
- Offer a safe and supportive environment to practice them during stressful situations.
Health and Safety Goals for Epilepsy
Goal 6: Seizure Management Awareness
Objective:
The student will identify and report any warning signs of a seizure (e.g., dizziness, confusion, or aura) to a trusted adult with 100% accuracy during the school day.
Supporting Strategies:
- Provide education about seizure types, triggers, and warning signs.
- Ensure the student knows how to seek help or inform a teacher or aide when they sense a seizure is imminent.
Goal 7: Safety Protocol
Objective:
By the end of the year, the student will follow the school’s safety procedures during and after a seizure, including notifying an adult, lying down in a safe area, and avoiding any dangerous activity, with 100% accuracy in teacher observations.
Supporting Strategies:
- Review the school’s safety protocols with the student regularly.
- Use role-play to practice what to do during a seizure.
Physical and Motor Skills Goals for Epilepsy
Goal 8: Physical Fitness and Coordination
Objective:
The student will participate in physical activities (e.g., gym class, recess) with accommodations as needed, increasing participation from 50% to 90% of the time by the end of the year, with a focus on safety during activities that may pose a risk due to seizures.
Supporting Strategies:
- Modify physical activities to ensure they are seizure-safe.
- Provide a peer buddy or teacher support during physical activities for safety.
Goal 9: Medication Management
Objective:
The student will independently take prescribed medication during school hours (with support as necessary) to maintain their seizure management plan, as documented by school nurse or designated staff, 90% of the time.
Supporting Strategies:
- Work with the school nurse to ensure medication schedules are followed.
- Provide reminders or assistance as necessary.
Transition Goals (For Older Students)
Goal 10: Transition to Post-Secondary Education or Employment
Objective:
The student will develop a transition plan that includes identifying their seizure management needs, communicating their needs to future educators or employers, and establishing strategies to ensure success in post-secondary settings, as measured by completion of a self-advocacy transition portfolio by the end of the school year.
Supporting Strategies:
- Provide transition planning services to help the student understand their needs.
- Encourage independence and advocacy in future settings.
Additional Notes
- Specificity is key: Be clear about how progress will be measured (e.g., through teacher observation, student self-report, or work samples).
- Accommodations: Ensure that accommodations such as extra time for assignments or tests, a quiet space for work, and flexible scheduling are written into the IEP and implemented consistently.
- Collaborate with medical professionals: For health-related goals, include information from the student’s healthcare team to ensure that any medical needs or protocols are fully integrated into the IEP.
