The Individual Education Plan (IEP) - A Resource Guide, 2004
The Individual Education Plan (IEP) - A Resource Guide, 2004
The Individual Education Plan (IEP) - A Resource Guide, 2004
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PHASE 3: DEVELOP THE <strong>IEP</strong> AS IT RELATES<br />
TO THE STUDENT’S SPECIAL EDUCATION PROGRAM<br />
AND SERVICES<br />
Regulation 181/98, clause<br />
6(6)(b), requires the principal,<br />
in developing the individual<br />
education plan, to take into<br />
consideration any recommendations<br />
made by the committee<br />
(IPRC) or the Special <strong>Education</strong><br />
Tribunal, as the case may be,<br />
regarding special education<br />
programs or services.<br />
Classify Subjects or Courses and<br />
Alternative Program Areas<br />
In planning a student’s special education program, the <strong>IEP</strong> team must consider<br />
a range of options to determine the ones that will best meet the student’s needs,<br />
from the provision of accommodations alone to the development of alternative<br />
programs. In the following pages, the various options are described and the<br />
information to be recorded in the student’s <strong>IEP</strong> in each case is outlined.<br />
It is helpful, for purposes of planning and <strong>IEP</strong> development, to classify the<br />
subjects or courses and alternative programs in which the student will<br />
receive instruction according to the following categories, as appropriate to<br />
the student’s individual requirements:<br />
• No accommodations or modifications<br />
• Accommodated only<br />
• Modified<br />
• Alternative<br />
It is essential that the teacher(s) responsible for direct instruction to the<br />
student be the primary decision-maker(s) in the process of determining the<br />
student’s programming needs and classifying the relevant subjects, courses,<br />
and programs accordingly.<br />
“Accommodated only”<br />
<strong>The</strong> term accommodations is used to refer to the special teaching and assessment<br />
strategies, human supports, and/or individualized equipment required<br />
to enable a student to learn and to demonstrate learning. Accommodations<br />
do not alter the provincial curriculum expectations for the grade.<br />
Accommodated only (AC) is the term used on the <strong>IEP</strong> form to identify subjects<br />
or courses from the Ontario curriculum in which the student requires<br />
accommodations alone in order to work towards achieving the regular grade<br />
expectations.<br />
“Modified”<br />
Modifications are changes made in the age-appropriate grade-level expectations<br />
for a subject or course in order to meet a student’s learning needs.<br />
<strong>The</strong>se changes may involve developing expectations that reflect knowledge<br />
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