The Individual Education Plan (IEP) - A Resource Guide, 2004

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Determine Accommodations Accommodations include special teaching and assessment strategies, human supports, and/or individualized equipment that help the student learn and demonstrate learning. Accommodations described in the IEP should include only those strategies and supports that differ from what is normally provided during classroom instruction. All accommodations documented in the IEP must be made readily available to the student. Students who require accommodations may have subjects or courses classified as “Accommodated only”, “Modified”, and/or “Alternative”. It is quite possible that the student will require the same accommodations in many or all of his or her subjects or courses. For the sake of clarity, the accommodations that the student requires in connection with instruction, assessment, and functioning in the physical environment should be identified and listed separately, as follows: • Instructional accommodations – adjustments in teaching strategies required to enable the student to learn and to progress through the curriculum • Environmental accommodations – changes or supports in the physical environment of the classroom and/or the school • Assessment accommodations – adjustments in assessment activities and methods required to enable the student to demonstrate learning It is important to make the above distinctions, and to record all necessary accommodations accurately in the IEP, to ensure that students will be eligible to receive the permitted accommodations during provincial assessments. (Assessment accommodations should be consistent with the accommodations permitted by the Education Quality and Accountability Office [EQAO].) Examples of accommodations are listed in Figure 3. (Note that the same accommodation may appear in more than one list.) A variety of teaching strategies and assessment accommodations are also listed in the IEP Standards document and in the Special Education Companion of the Ministry of Education’s Ontario Curriculum Unit Planner (CD-ROM, 2002; also available at www.ocup.org). In addition to established accommodations, new strategies and assistive devices are constantly emerging as teaching practice is enhanced through new research and technological innovations. Any individualized equipment required by the student must be identified in the IEP. Individualized equipment includes any type or item of equipment or any electronic product or system, whether commercially produced, adapted, or custom-made, that the student needs. Individualized equipment is intended to maintain, increase, or improve the student’s ability to learn and demonstrate learning. (The equipment identified in the IEP should not be limited to the equipment for which boards received additional funding through the Intensive Support Amount [ISA] Level 1.) 28 The Individual Education Plan (IEP): A Resource Guide
Figure 3: Examples of Accommodations Instructional Accommodations • Buddy/peer tutoring • Note-taking assistance • Duplicated notes • Contracts • Reinforcement incentives • High structure • Partnering • Ability grouping • Augmentative and alternative communications systems • Assistive technology, such as text-to-speech software • Graphic organizers • Non-verbal signals • Organization coaching • Time-management aids • Mind maps • More frequent breaks • Concrete/hands-on materials • Manipulatives • Tactile tracing strategies • Gesture cues • Dramatizing information • Visual cueing • Large-size font • Tracking sheets • Colour cues • Reduced/uncluttered format • Computer options • Spatially cued formats • Repetition of information • Rewording rephrasing of information • Extra time for processing • Word-retrieval prompts • Taped texts Environmental Accommodations • Alternative work space • Strategic seating • Proximity to instructor • Reduction of audio/visual stimuli • Study carrel • Minimizing of background noise • Quiet setting • Use of headphones • Special lighting • Assistive devices or adaptive equipment Assessment Accommodations • Extended time limits • Verbatim scribing • Oral responses, including audiotapes • Alternative settings • More frequent breaks • Assistive devices or adaptive equipment • Prompts to return student’s attention to task • Augmentative and alternative communications systems • Assistive technology, such as speech-to-text software • Large-size font • Colour cues • Reduced/uncluttered format • Computer options • Extra time for processing • Reduction in the number of tasks used to assess a concept or skill Note: A typical IEP would not include all of the accommodations listed above. Only the accommodations that are specifically required by the individual student should be listed in his or her IEP. Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services 29
Page 1: Ministry of Education The Individua
Page 4 and 5: Record Decisions About Program Exem
Page 6 and 7: INTRODUCTION This revised resource
Page 8 and 9: and for developing an IEP that meet
Page 10 and 11: Figure 1: Sample Checklist Importan
Page 12 and 13: Figure 2 presents an overview of th
Page 14 and 15: PHASE 1: GATHER INFORMATION Gather
Page 16 and 17: Consultation with the student Princ
Page 18 and 19: PHASE 2: SET THE DIRECTION Establis
Page 20 and 21: some cases, the special education t
Page 22 and 23: Ways of supporting parental and stu
Page 24 and 25: • A regular class with withdrawal
Page 26 and 27: It is not appropriate to include in
Page 28 and 29: and skills required in the curricul
Page 32 and 33: Record Subjects or Courses With Acc
Page 34 and 35: Learning expectations Modified lear
Page 36 and 37: Course: Biology, Grade 11, College
Page 38 and 39: • “[The student] will complete
Page 40 and 41: • “In personal care, [the stude
Page 42 and 43: and must be permitted by the Educat
Page 44 and 45: Parent/student consultation A form
Page 46 and 47: PHASE 4: IMPLEMENT THE IEP Regulati
Page 48 and 49: Adjust the IEP as Necessary Ongoing
Page 50 and 51: PHASE 5: REVIEW AND UPDATE THE IEP
Page 52 and 53: Sending and receiving teachers shou
Page 54 and 55: Individual Education Plan IEP REASO
Page 56 and 57: Special Education Program To be com
Page 58 and 59: LOG OF PARENT/STUDENT CONSULTATION
Page 60 and 61: APPENDIX B: SAMPLES OF COMPLETED IE
Page 62 and 63: SUBJECTS, COURSES, OR ALTERNATIVE P
Page 66 and 67: HUMAN RESOURCES (teaching/non-teach
Page 68 and 69: Transition Plan Student’s name OE
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Page 78 and 79: Transition Plan Student’s name St
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SUBJECTS, COURSES, OR ALTERNATIVE P
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HUMAN RESOURCES (teaching/non-teach
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Transition Plan Student’s name OE
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