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Top 10 Tips for Writing Interoception-Based IEP Goals

When it comes to writing IEP goals, we need to move beyond just managing behaviors and start supporting students in a way that actually makes sense for them. Interoception—the ability to notice and understand body signals—is the foundation for self-awareness, self-regulation, and authentic connection.

Instead of forcing students into a rigid set of “social skills,” we should be guiding them toward discovering what truly works for them. The more we focus on interoception, the more we empower students to thrive in their own unique way. Here are 10 tips to help you create interoception-based IEP goals that actually support real, meaningful growth.

1. Start with Self-Awareness to Foster Social Emotional Growth

Our interoception resources begin with helping students notice and understand their body signals. This foundational skill empowers them to recognize their needs and communicate them effectively in social situations.

Rather than “teaching social skills,” interoception work supports authentic self-expression and genuine connections with others, laying the groundwork for meaningful relationships. So, scrap the “social skills” goals and instruction and start offering fun interoception groups!

2. Focus on Strengths, Not Fixing

The Interoception Curriculum emphasizes a student’s strengths by identifying tools and strategies that align with their unique needs. This approach fosters self-confidence and independence rather than trying to “fix” or conform the student to others’ expectations, ensuring their individual journey is celebrated. The knowledge gained as a result of interoception work can then be used to update the IEP, making it as individually tailored as possible.

3. Reflect on Interoception Discoveries in the IEP

A key aspect of interoception work is ensuring students have consistent access to tools and strategies that they discover helpful. Documenting these in the accommodations and modifications sections of the IEP gives them access to self-regulation supports whenever needed, fostering a sense of agency and predictability.

4. Honor Student Regulation Preferences

Keep an open mind when a student identifies a feel-good strategy (aka coping strategy), and be sure to think out of the box to make this work at school. For example, a student may request:

  • Noise-canceling headphones when the classroom is too loud
  • A private space to stim away from other students
  • A different seat in the cafeteria to avoid certain smells when eating
  • Access to food and drink outside of the class scheduled times
  • Space to pace in the back of the classroom

Ensure that these preferences are always made available to help maximize school participation and growth on IEP goals.

5. Respect Refusals

Recognizing discomfort and setting boundaries is a vital part of our interoception resources. When students say “no,” they’re using their interoceptive awareness to communicate what doesn’t feel right. Many IEPs mistakenly view refusals through a behavioral lens, providing a complex plan to prevent them rather than understanding them.

By respecting a student’s “no” and getting curious about what’s specifically causing their discomfort, we can validate their feelings, build self-trust, and collaborate on solutions that support their autonomy and well-being.

6. Explore Different Forms of Interoception Communication

Our interoception resources help students identify and articulate their bodily and emotional needs, even if they use alternative communication methods. Outlining in the IEP access to multiple methods for students to express themselves ensures that everyone, including non-speakers, can advocate for their bodily and emotional needs.

7. Co-Regulation Is Key

When we work as an IEP team to help the student discover body signals, we can gain insight that allows us to understand their responses and reactions better, thus equipping us to become more skilled co-regulators.

8. Proactive Dysregulation Support

 Understanding a student’s unique interoceptive signals allows educators to recognize early signs of dysregulation and intervene proactively. This reduces the need to document “behaviors” and devise “behavior plans” in the IEP. Rather, it shifts the focus to creating a supportive environment where challenges are addressed before they escalate.

9. Build Academic Success Through Relationships

Guiding students through The Interoception Curriculum is an excellent way to build a relationship with a student and create a feeling of safety and inner validation. When students feel safe and validated, they can become active participants in learning, which leads to academic success and growth on IEP goals.

10. Guide Self-Discovery for True Individualization

As the name implies, Individualized Education Plans need to be truly individualized! And how do we learn what each student uniquely needs for learning success? Interoception!

Rather than telling students how they should feel or assuming what is required for successful school participation, educators can guide them through self-discovery. This process can result in future IEPs that are filled with individualized strategies supporting academic growth and paving the way for lifelong success.

Listen to a Student’s Inner Experience to Create Interoception-Based IEP Goals

When we shift our focus to interoception, we stop trying to “fix” students and start supporting them in understanding and advocating for their own needs. This approach isn’t about compliance—it’s about giving students the tools to navigate their world in a way that feels right for them.

The more we listen to and respect their unique experiences, the stronger and more effective our IEPs become. Let’s start creating interoception-based IEP goals that truly reflect and support each student for who they are!

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