The classroom teacher will most likely be the person who is responsible for developing the objectives and strategies. Once the objectives have been decided upon, they may need to be broken down into small learning tasks which can be part of the student's daily activity. Teachers should feel comfortable asking the school-based team for support and advice. In some cases, the planning can be done jointly by the classroom teacher and support personnel in the school, such as the integration support teacher, resource teacher, or learning assistance teacher. Teachers who will have a student with intellectual disabilities in their classes can have experienced colleagues walk them through a few examples of IEP's.
Colleagues can also provide feedback on the plan as it takes shape.
Collaboration with others who are involved in IEP development is also a good idea. The example in the box on this page illustrates one individualized goal for a student, with the objectives developed by the teacher, and criteria for meeting the goal. Examples of IEP's with goals and objectives for students with intellectual disabilities are included in the case studies appendices. Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding. Give easier questions on same concept.