What is an Individual Education Plan?
The Individual Education Plan (IEP) is a document that describes the strengths and needs of a student and the special education programs or services he/she requires to meet his/her needs. It is a legal, written, working document (meaning it can always be updated or changed).
The IEP can include:
- Accommodations or supports that will help your child access the curriculum and demonstrate learning. For example, a student with limited vision could have large print books, be seated closer to the teacher, and give verbal reports for credit rather than written ones.
- Modifications or changes to grade-level expectations in the Ontario Curriculum, such as adjustments to learning expectations, or adjustments to the complexity of learning expectations. For example, a student might colour a map instead of writing in the place names.
- Alternative programs which are not included in the Ontario Curriculum. Examples include: social skill development, anger management, or learning specific skills such as Braille, orientation and mobility (for students who are blind or low vision), or selfcare and independence skills for students with significant intellectual challenges.
1. Why does my child need an Individual Education Plan (IEP)?
Your child must have an IEP if they have been identified as “an exceptional pupil” through an Identification, Placement and Review Committee (IPRC). Your child may receive an IEP without an IPRC if they require curriculum modifications or accommodations for instructional or assessment purposes, such as assistive technology, including text-to-speech software, or materials in Braille.
Your child may have an IEP if they require modifications to the curriculum, for example, if they are still learning letter recognition, while most of the other students are reading words.
2. What is my role as a parent?
Your input in developing the IEP is crucial, as you know your child’s strengths and needs best. When the IEP is completed, parent(s) are asked to sign a form indicating they were involved in its development – so it is important that you take the opportunity to provide your input beforehand. As the expert on your child, you have lots of information that you can share about your child.
Below is a list of topics to consider when providing input for your child’s IEP:
- What are their strengths and interests? What kinds of activities are they good at, what do they like to do at home?
- What equipment or supports will your child require? Does your child require a wheelchair, walker, stander, etc.? Does your child need help with daily tasks?
- Include relevant reports from doctors, therapists, specialists, childcare providers, etc. that speak to your child’s strengths and limitations.
- Provide information about your child’s development or needs – Does your child have a diagnosis or are there concerns about their health or development?
- How does your child feel about school? Are they enthusiastic about attending? Do they have worries?
- What are your child’s successes and challenges at school? What is going well, and what are you concerned about?
- Does your child have challenges with self-regulation? If so, what strategies are used at home to help them self-regulate?
- Have there been any recent changes or challenges at home? Has your family situation shifted? Have you moved recently?
- What strategies do you use at home to motivate your child or keep them on task? How do you redirect your child when they are upset?
3. How is the IEP developed? Who has input and who approves it?
The IEP is developed by the school in consultation with the parents. If the student is 16 or older, they have the right to be involved in the development process too. The classroom teacher is responsible for using the IEP and they will receive help from the principal and special education teacher in writing the IEP. The principal is responsible for making sure an IEP is developed and will sign the finished document. The IEP must be completed within 30 days after your child has been placed in the program, and the principal must ensure that you receive a copy of it. The IEP must be reviewed regularly, three times a year in elementary school and each semester in high school and provided to the parents within 30 days of the new school year or semester.
4. What types of things should be included in an IEP?
The Ministry of Education has developed a set of standards which outline what should be in every IEP, although, each school board has their own form for the IEP. However, all IEPs will include:
- Reason for Developing the IEP –includes whether the student has been identified as exceptional through the IPRC process, or that the student was not formally identified through IPRC but still requires access to special education program/services.
- Student Profile – name, school, grade, etc.
- Assessment Information – dates and summary of assessments by professionals, such as Speech and Language Pathologists, Psychologists, Physiotherapists, etc.
- Student’s Strengths and Needs
- Subjects or courses where the IEP is used – the IEP should indicate the subjects or courses in which the student requires accommodations and/or modified expectations, as well as all alternative programs.
- Accommodations – refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. These accommodations can include:
- Instructional strategies, such as visual planner, or text-to-speech software.
- Environmental strategies, such as seating near teacher, or a quiet place to study.
- Assessment strategies, such as oral responses or models instead of written reports.
- Provincial Assessments – dates and results of Grade 3, 6 or 9 provincial tests, or reasons for exceptions from the tests.
- Special Education Program – this section details the programs that are not part of the grade curriculum and are either modified from grade level or consist of an alternative program. This special education program for each subject will include:
- Annual goal of what the student will achieve by the end of the school year.
- Current level of achievement, based on most recent report card or assessment of learning.
- Learning expectations for what the student is expected to learn for the IEP period, usually a term or semester.
- Teaching strategies that will be used to help the student learn.
- Assessment methods describing how the student will be assessed to determine what they have learned.
- Human Resources – a list of people who will be providing support to the student, such as the special education teacher and/or educational assistants or professionals, like a Speech-Language Pathologist or Occupational Therapist. Information should include: type of service, planned frequency, and location.
- Evaluation – when the student will be evaluated and a Report Card prepared for the parent.
- Transition Plan – for students with an IEP there should be a plan for transitions (when necessary) between programs, grades and schools. A transition plan should also be provided for every student over the age of 14, to help the student prepare for the transition to postsecondary activities such as work, further education and/or community living.
- Log of Parent (or student over age of 16) Consultation – a record or form documenting all consultations with parents that occurred during the IEP development. The date and outcome of each consultation must be recorded.
- Principal’s signature – the completed IEP must be signed by the Principal.
- Parent (or student) Signature – the parent will be asked to sign the IEP to confirm they were consulted in the development of the IEP.
5. Who has access to the IEP?
The IEP is stored in a student’s Ontario Student Record (OSR) and can be accessed by parents (if the student is under 18) and the student themself. Principals and teachers would also have access. It is possible that others may access the OSR under freedom of information legislations, under specified and limited circumstances.
6. Can the IEP be changed? How often? What is the process?
The teacher(s) must review the IEP in each reporting period. In elementary school this is three times each year. In secondary school, this occurs each semester. If the student is still working with the same accommodations or on the same program there may be no need to change the IEP. However, if the student has achieved the program expectations or is having more difficulties, it may be necessary to change the IEP. The parent should be consulted on any changes.
The IEP should be reviewed and changed at the beginning of each school year and must be developed or reviewed within 30 days of the annual IPRC.
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