From Clinic to Classroom: Translating Therapy Goals into IEP Language

This post was authored by Kate Hardiman, Educational and Developmental Psychologist, BA (Psych)(Hons), MPsych (Ed & Dev). The content used AI-assistance for editing, readability, and automation of external links.

As parents of a child with different developmental trajectory, you might find yourself at the intersection of two complex systems when translating therapy goals to IEP goals. On one hand there's the Medical System, which focuses on the "what" and "why"—diagnosing conditions, reducing clinical symptoms, and monitoring daily functioning. On the other hand, there's the Education System. Their lens is focused on eligibility and access: how a disability affects a student’s ability to engage with the curriculum and achieve skill mastery.

While these systems overlap, their "languages" are distinct. When you walk into an IEP (Individualised Education Plan) or Student Support Group meeting, often the words end up getting mixed.

The Translation Cheat Sheet

Below are common priorities for families and how they are typically framed in clinical versus educational settings. This can be used to help bridge the gap during your next meeting.

Clinical Concern	Medical/Allied Health Term	Educational/IEP Translation
Focus & Attention	Executive Dysfunction; Sustained Attention	"Impact on getting started and completing tasks."
Meltdowns	Emotional Dysregulation; Anxiety	"Difficulties with self-regulation and dealing with transitions."
Handwriting/Coordination	Fine Motor Delay; Dyspraxia; DCD	"Impact on written output; physical navigation of the classroom environment."
Making Friends	Pragmatic Language; Social Reciprocity	"Developing social-emotional skills and peer interactions."
Sensory Sensitivities	Sensory Processing Differences; ARFID	"Environmental barriers to classroom participation (noise, uniform, eating times)."
Processing Speed	Cognitive Processing Strengths/Weaknesses	"Requires extended response time and scaffolded instructions."

Navigating the "Language Gap"

Whether you are in the clinic or the classroom, both teams are likely planning for the same child, just through a different lens. To ensure the best outcome for your child, keep these strategies in mind:

• Ask for "The Definition": Even as a professional, it’s okay to ask: "What does that look like in this specific classroom?" Jargon varies from school to school; clarify the behavior, not just the label.

• Prioritise Observable Behaviour: Instead of getting stuck on terms like "dysregulation," describe the action. For example: "He scrunches up his paper and throws it when he makes a mistake" is more actionable for a teacher than a clinical label.

• Align the Aims: Explicitly ask: "Can we agree to use this specific terminology so we are all on the same page?"

• Call Out the Complexity: If the meeting is getting bogged down in "eduspeak" or clinical jargon, name the elephant in the room: "I feel like we’re losing focus on the student. Can we refocus on the specific goal we are trying to achieve today?"

  
  

The Goal: Remember that while the clinical diagnosis might explain parts of the child, the IEP supports the student access academic learning.